Oak  Street 
UNCLASSIFIED 


Vol.  VII  APRIL— JUNE,  1921  Number  3 


Published  by  Randolph-Macon  Woman's  College 
Issued  Quarterly 


BULLETIN  OF 

RANDOLPH-MACON 
WOMAN'S  COLLEGE 

LYNCHBURG,  VA. 


THE  INAUGURATION 
OF 

DICE  ROBINS  ANDERSON 
A.  M.,  Ph.D. 

AS  PRESIDENT  OF 
Randolph-Macon  Woman's  College 


Entered  as  second-class  matter  January  5,  1915,  at  the  postofiice  at  Lynchburg,  Virginia, 
under  the  Act  of  August  24,   1912. 


PRtSIDENT   DICE   ROBINS   ANDERSON 


BULLETIN  OF 


OF 


RANDOLPH-MACON 
WOMAN'S  COLLEGE 


THE  INAUGURATION 
OF 

DICE  ROBINS  ANDERSON 
A.  M.,  Ph.D. 

AS  PRESIDENT  OF 
Randolph-Macon  Woman's  College 


Published  by  Randolph-Macon  Woman's  College 
lynchburg,  va. 


TABLE  OF  CONTENTS 


PAGE 

1.    Introduction 2 

II.    Program  of  the  Inauguration 4 

III.  Inaugural  Exercises : 

1.  Address  by  Harry  Pratt  Judson,  A.  M.,  LL.  D.,  Presi- 

dent University  of  Chicago 5 

2.  Induction  of  President  Anderson  Into  Office,  by  Rev. 

B.  F.   Lipscomb,  D.  D.,  Vice-President    Board    of 
Trustees 13 

3.  Address  by  President  Anderson 16 

4.  Address  by  Frank  J.  Goodnow,  A.  M.,  LL.D.,  Presi- 

dent Johns-Hopkins  University 30 

5.  Address  by  Emelie  W.  McVea,  A.  M.,  Litt.D.,  Presi- 

dent Sweet  Briar  College 32 

6.  Address  by  John  C.  Metcalf,  A.  M.,  Ph.  D.,  Professor 

of  Enghsli,  University  of  Virginia 34 

IV.  The  Academic   Procession 36 

V.    The  Inaugural  Banquet 37 

VI.     Delegates  from  Colleges  and   Universities S2-SS 


INTRODUCTION 

In  the  Fall  of  1920  the  Executive  Committee  of  the  Board  of 
Trustees  for  the  Randolph-Macon  Woman's  College  authorized  the 
Faculty  of  Randolph-Macon  Woman's  College  to  undertake  and 
proceed  with  plans  for  the  formal  inauguration  of  President  Dice 
Robins  Anderson  who,  elected  to  the  presidency  on  December  30, 
1919,  had  entered  upon  the  duties  of  that  office  April  1,  1920. 
An  Inaugural  Committee  was  appointed  consisting  of  Professors 
Kilby,  Martin  and  Lipscomb.  This  Committee  set  April  30,  1921, 
as  the  day  for  the  inauguration,  the  same  being  the  date  for  the 
annual  May  Day  celebration,  and  appointed  the  following  sub- 
committees : 

Invitation  Committee:  Professors  Peake,  Davis,  Kern;  Entertain- 
ment Committee:  Misses  Belding,  Powell,  Larew;  Receiving  Com- 
mittee: Professors  Crooks,  Zdanowicz,  Ayers;  Luncheon  Committee: 
Misses  Whiteside,  Russell,  Cornelius,  Forbes;  Reception  Committee: 
Misses  Powell,  Larew,  Whiteside;  Banquet  Committee:  Misses  Mary 
Westall,  Annie  Westall,  Nan  Thornton,  Bess  Masten. 

It  was  decided  that  all  the  exercises  should  be  held  at  the  College 
and  should  take  place  in  the  following  order:  (1)  The  Inauguration 
of  the  President,  Saturday  morning  April  30,  at  10  o'clock,  in  the 
College  Chapel;  (2)  Luncheon  to  delegates  and  alumnae  at  12:30 
o'clock  in  Smith  Hall  Dining  Room;  (3)  May  Day  Exercises  4:30 
P.  M.,  on  the  Campus;  (4)  Reception  7:00  P.  M.,  Smith  Hall 
Parlor;     (5)   Banquet  8:00  P.  M.,  Smith  Hall  Dining  Room. 


INAUGURAL  EXERCISES 


(Procession  will  form  in  Smith  Hall  Corridor,  towards  East  Hall,  at  9.40  A.  M. 
Exercises  Will  Begin  at  10:00  A.  M. 


PROGRAM 

INVOCATION 
ADDRESS 

HARRY  PRATT  JUDSON,  A.  M.,  LL.D., 

President  University  of  Chicago 

Music 

INDUCTION  OF  THE  PRESIDENT  INTO  OFFICE 
REV.  B.  F.  LIPSCOMB,  D.  D. 
Vice-President  Board  of  Trustees 

INAUGURAL  ADDRESS 
PRESIDENT  DICE  ROBINS  ANDERSON,  A.  M.,  PH.  D. 

Music 

GREETINGS   FROM  THE  COLLEGES 
BENEDICTION 


ADDRESS 

President  Harry  Prati  Judson 
University  of  Chicago 

There  never  has  been  a  time  when  membership  in  a  college  faculty 
has  meant  so  much  as  it  does  today  and  therefore  the  leadership  of 
a  college  faculty  has  a  new  significance.  The  exact  relationship  of 
faculty,  President  and  Trustees  has  been  made  the  matter  of  more 
or  less  acrimonious  discussion — but  after  all  a  discussion  essen- 
tially trivial.  In  any  event  the  President  is  the  leader  of  the  college, 
and  the  influence  of  the  President  is  just  the  power  of  the  man  who 
holds  the  office.  Statutes  and  regulations  and  limitations  are  ropes 
which  bind  a  pigmy,  but  are  cobwebs  to  a  giant.  Democracy  longs 
for  leadership  and  follows  with  resistless  power  where  it  has  given 
its  confidence. 

Why  does  the  college  mean  so  much  today?  There  has  been  of 
late  years  a  great  increase  of  interest  in  education.  The  state  ol 
Wisconsin  may  be  taken  as  fairly  typical.  In  the  last  ten  years  the 
population  has  increased  about  twelve  percent,  the  enrollment  in 
the  state  university  has  increased  one  hundred  percent  while  the 
attendance  at  the  high  schools  has  increased  more  than  one  hundred 
percent.  Meanwhile  the  same  story  comes  from  the  small  colleges 
of  the  state  and  to  some  extent  from  the  normal  schools.  No  doubt 
the  war  for  many  reasons  gave  an  impetus  to  the  movement  whicn 
therefore  may  be  temporary.  But  the  process  began  long  before 
the  war  and  bids  fair  to  go  on  for  years  to  come.  The  next  genera- 
tion of  adults  will  have  far  more  schooling  than  we  have.  Whether 
they  prove  more  energetic,  more  efficient,  more  intelligent,  more  wise 
than  this  generation  will  depend  largely  on  the  teaching  we  give 
them — on  the  leadership  in  thought  and  in  training  which  our 
college  faculties  are  now  prepared  to  aff"ord. 

What  shall  be  the  substance  of  this  teaching?  Shall  it  be 
knowledge? 

But  the  forms  of  knowledge  multiply  with  the  years.  At  best  in 
the  short  time  of  youth  there  can  be  but  a  few  things  learned  from 
the  vast   ocean   of  human   lore.     Perhaps  what  the  college   senior 


6  Bulletin 

knows  compared  with  what  that  same  mind  contained  a  few  years 
earlier  may  bulk  rather  large.  But  what  the  college  senior  knows 
contrasted  with  mature  attainments  is  at  best  but  a  vulgar  fraction. 

Shall  it  be  the  training  of  mental  faculties? 

Doubtless.  Unless  one  is  able  to  think  in  a  straight  line,  to  judge 
sanely  without  being  swayed  by  prejudice  or  emotion,  surely  school 
and  college  are  of  little  avail. 

Still,  without  presuming  to  select  the  essence  of  education,  what 
seems  to  me  most  worth  while  in  it  all  is  the  adjustment  of  the 
whole  person  to  truth  as  a  ruling  motive.  Knowledge  and  training, 
memory  and  judgment  come  to  little  unless  the  attainment  of  truth 
is  a  primary  motive,  unless  the  perception  of  truth  is  a  matter  of 
unerring  accuracy,  unless  truth  becomes  an  instinct  of  life. 

What  is  truth? 

Our  test,  we  say,  is  certainty.  We  are  certain  of  what  we  know 
to  be  true.  We  may  be  strongly  convinced  of  the  truth  of  what  we 
believe.  We  doubt  the  truth  of  what  seems  to  bring  less  evidence. 
This,  of  course,  is  a  subjective  test.  It  depends  on  a  state  of  mind — 
nnd  different  minds  have  very  different  attitudes  toward  evidence. 
Here  too,  is  the  very  heart  of  education.  The  untrained  mind  is 
not  able  to  discriminate  between  knowledge  and  belief,  is  not  able 
to  sift  and  weigh  evidence,  is  unduly  swayed  by  prepossessions,  is 
easily  affected  by  the  bias  of  personal  interest,  of  friendship  or  of 
ill-will.  Certainty  and  knowledge  are  easily  asserted  on  the  flim- 
siest grounds,  if  only  the  desire  precedes.  We  are  all  eager  to  be- 
lieve what  we  wish  to  believe.  On  the  other  hand  the  trained  mind 
holds  judgment  in  suspense  until  the  evidence  is  all  in,  and  can  be 
deliberately  weipfhed;  distinguishes  carefully  between  certainty  and 
probability;  and  estimates  justly  the  different  classes  of  evidence. 
Few  things  would  be  a  greater  contribution  from  our  educational 
institutions  to  the  social  well-being  of  the  republic  than  a  thorough 
training  of  our  people  in  the  character  and  weight  of  evidence. 
The  fantastic  notions,  social,  political  and  religious,  which  run  like 
wildfire  through  a  f;ommunily;  the  hasty  credence  so  widely  given 
to  tlif-  most  improbable  rumors;  the  (|ueer  persistence  in  the  i)ul)lic 
rriind  of  totally  crrorurous  beliefs — these  are  a  tribute  to  our  indis- 
crirnifiat in;.'  cajjacity   of   rrc^dulitv.      It   was  one  of  the  humorists  of 


Randolph-Macon  Woman's  College  7 

the  past  generation  who  spoke  of  the  American  boy  as  "knowing 
so  many  things  that  aint  so."  Barnum,  the  matchless  showman, 
made  several  fortunes,  in  part  because  as  he  said,  the  American 
people  dearly  love  to  be  humbugged.  We  still  find  many  who  be- 
lieve that  at  his  first  inauguration  Jefferson  rode  unattended  to  the 
Capitol  and  with  his  own  hands  tied  his  horse  to  the  fence — a  quaint 
story  of  democracy  long  exploded  by*  historical  investigation.  Some 
years  ago  a  morning  paper  in  Minnesota  announced  with  great 
headlines  that  during  the  preceding  night  a  steel  bridge  over  the 
Mississippi  had  been  struck  by  lightning  and  burned  to  ashes,  and 
people  came  hurrying  to  see  the  ruins.  Among  other  things  which 
they  had  not  noticed  was  the  date,  April  1st. 

In  fact  what  we  call  knowledge  falls  into  two  classes,  knowledge 
actual  and  knowledge  approximate.  Few' things  we  really  know, 
and  those  few  are  within  the  domain  of  our  individual  consciousness. 
But  the  great  mass  of  our  mental  store  are  matters  of  inference — 
of  belief.  I  do  not  know  that  Mr.  Harding  is  President  of  the  United 
States:  who  can  tell  what  has  happened  in  Washington  since  we 
gathered  in  this  place?  I  do  not  know  that  George  Washington 
*!ver  lived;  but  my  belief  in  his  existence  is  based  on  evidence  so 
overwhelming  that  it  approximates  knowledge.  In  other  words,  the 
probability  is  so  great  as  to  approximate  certainty.  It  is  idle  to 
suppose  that  we  can  attain  absolute  certainty  in  most  matters,  and 
it  is  the  ill-trained  mind  which  is  so  ready  with  unqualified  asser- 
tion. Nearly  the  whole  subject  matter  of  our  life  is  based  on  belief 
not  on  knowledge;  on  probability  duly  weighed.  The  thoughtful 
mind  realizes  then  that  truth  which  is  a  matter  of  inference  is  quite 
as  valuable,  providing  only  that  the  evidence  is  adequate,  as  what 
we  so  rashly  claim  as  certain  knowledge. 

An  ignorant  person  often  cannot  understand  evidence.  How  can 
it  then  have  any  weight  on  his  mind?  Why  attempt  to  argue  great 
and  complicated  questions  of  national  finance  or  of  public  economy 
with  an  electorate  which  does  not  read  and  which  could  not  tell 
political  economy  from  an  eclipse?  Why  discuss  profound  ques- 
tions of  metaphysical  theology  with  a  people  to  whom  its  very 
phraseology  is  an  unknown  tongue?  Still,  democracy  in  state  and 
in  church  implies  the  settlement  of  just  such  questions  by  minds 


8  Bulletin 

which  are  by  no  means  fully  trained  either  in  economics,  in  public 
law,  or  in  theological  philosophy — the  settlement,  of  course,  not 
so  far  as  the  ascertaining  of  truth  is  concerned,  but  in  the  practical 
application  of  truths  to  human  affairs.  Evidently  democracy  is 
impossible  without  a  rather  high  degree  of  general  intelligence, 
without  a  reasonable  degree  of  self-control,  and  without  a  prevalent 
sense  of  social  obligation.  With  these  three  essential  elements 
present  a  democratic  state  is  entirely  practicable,  and  is  in  fact  the 
highest  form  of  political  evolution.  In  such  a  state  it  is  possible 
to  carry  on  a  "campaign  of  education"  on  questions  which  seem 
the  most  abstruse,  and  to  such  campaigns  our  American  democracy 
is  in  the  long  run  accurately  responsive.  Such  truths  as  affect  human 
conduct  can  be  comprehended  and  applied  by  the  common  man. 
Otherwise  a  republic  on, a  democratic  basis  would  be  an  idle  dream. 
One  of  the  most  serious  difficulties  in  the  way  of  public  enlighten- 
ment on  most  questions  it  must  be  said  is  not  so  much  the  lack  of 
knowledge  as  the  existence  of  an  abundance  of  prejudice.  Prejudice 
is  an  opinion  antecedent  to  evidence  and  which  is  itself  usually  not 
amenable  to  reason.  Such  prepossessions,  and  their  influence  in 
warping  logical  thought,  are  the  commonest  thing  in  the  world. 
There  is  the  good  man  who  is  convinced  that  the  evil  genius  of  all 
things,  social  and  political,  is  the  Masonic  Order.  There  is  the 
worthy  soul  who  sees  the  money  power  looming  lurid  on  every 
horizon.  There  is  the  man  who  never  sees  anything  good  in  an 
Irishman  or  a  "Dutchman"  or  a  Jew.  All  these  and  countless  other 
fixed  ideas  are  unresponsive  to  any  of  the  changing  conditions  of 
human  knowledge  and  human  experience.  But  the  man  whose  intel- 
lectual vitality  is  real,  finds  himself  living  in  the  world,  breathing 
the  air,  changing  and  developing  in  accordance  with  environment, 
resjjonding  to  every  wave  of  life  that  pulsates  through  his  veins. 
Truth  is  living,  and  life  means  change.  Truth  is  many-sided,  and 
it  is  far  from  easy  to  grasp  at  once  all  its  implications;  hence  the 
grievous  misunderstanding  of  so  many  truths.  Intellectual  shal- 
lowness is  content  with  a  hasty  apprehension  of  things,  and  partial 
;i|)j>rf;hension  is  often  little  more  than  misapprehension.  It  is  well 
for  us  to  rcincrnbcr  lliat  error  consists  oUc.u  not  so  much  in  a 
fiO'-itivcly    vvrori^'   riolion   as   in   afi    ina(l(Mjualc   nolion.      1   sup|)os(;   it 


Randolph-Macon  Woman's  College  9 

is  true  that  ours  is  not  a  reflective  age.  We  are  always  in  a  hurry, 
and  usually  in  too  much  of  a  hurry  to  think.  To  apprehend  the 
truth  adequately  requires  patience  and  time  and  thought.  Few  of 
us  are  patient — few  of  us  have  time  enough  for  real  thought 

Another  consideration  often  ignored  is  that  a  particular  truth 
when  found  is  not  all  truth.  It  may  or  may  not  be  an  important 
part  of  truth.  It  may  or  may  not  be  more  important  than  other 
specific  truths.  It  may  be  important  for  some  things  and  trivial 
for  others.  In  short  the  relativity  of  truth  is  one  of  the  most  vital 
considerations  of  human  thought.  Our  scientific  investigators  are 
busy  seeking  for  truth.  One  discovers  a  new  law  for  the  iota  sub- 
script in  Greek.  Another  finds  and  describes  a  new  species  of  but- 
terfly. Another  isolates  the  microorganism  which  causes  a  particular 
form  of  disease.  Still  another  discovers  a  heretofore  unknown 
manuscript  of  one  of  the  gospels.  Are  all  facts  when  established  of 
equal  importance?  Does  it  at  all  matter  what  the  form  of  truth 
may  be  which  is  added  to  human  knowledge?  That  depends  alto- 
gether on  the  end  in  view.  So  far  as  human  health  and  life  are 
concerned  no  one  can  doubt  the  transcendent  importance  of  the  dis- 
covery of  the  bacteriologist.  The  great  blessings  which  have  come 
to  humanity  from  the  work  of  Pasteur  and  Koch  and  their  co-laborers 
throughout  the  world  can  hardly  be  put  adequately  into  words,  and 
well  warrant  the  great  expenditure  in  money  and  time  and  eff^ort 
which  are  now  so  marked  a  feature  of  our  modern  scientific  life. 
From  this  point  of  view  Greek  scholarship  is  a  trifling  matter,  but- 
terflies are  of  little  account  and  the  gospels  may  well  rest  as  they 
have  been  known  to  us  for  ages. 

Yet  human  life,  precious  as  it  is,  is  of  little  importance  in  com- 
parison with  what  one  does  with  it.  Is  life  worth  living?  That 
depends  on  what  the  life  is.  It  is  well  that  medical  science  should 
rescue  a  little  child  from  a  disease  heretofore  invariably  fatal.  But 
if  all  that  follows  is  for  the  child  to  grow  up  under  conditions  of 
poverty  and  vice  which  inevitably  imprint  the  stamp  of  misery  and 
crime,  what  after  all  is  the  gain?  On  the  whole  is  either  the  in- 
dividual or  society  enriched  by  the  life  that  science  has  given? 
Hardly.  Here  then  we  see  the  relative  value  of  another  form  of 
truth,  attained  by  another  science,  that  of  human  society.     If  prin- 


10  Bulletin 

ciples  can  be  reached  whose  application  will  drain  the  unwholesome 
morasses  of  our  modern  crowded  populations,  if  the  little  ones  can 
be  saved  not  merely  from  physical  danger  but  from  moral  pestilence 
as  well,  then  we  have  not  merely  life  saved,  but  also  life  made  clean 
and  useful  and  happy.  These  truths  of  mental  and  moral  sanitation, 
therefore,  at  once  seem  to  transcend  those  of  medical  scierce.  The 
physician  turns  the  children  over  to  the  parent  and  the  school  and 
the  church;  medicine  is  a  means  to  a  further  and  more  significant 
end. 

Thus  the  truths  of  human  thought  are  interwoven  with  one  an- 
other; one  depends  on  another;  their  importance  is  a  matter  of 
relative  values.  And  here  is  the  field  for  the  true  wisdom  which 
education,  whether  of  school  or  of  life,  should  bring  to  the  thought- 
ful and  well-balanced  mind.  The  test  of  wisdom  is  the  power  to 
evaluate  truths,  to  assign  to  each  its  own  place  and  its  relative  worth. 
On  the  other  hand,  the  half  educated  mind  has  no  such  sense  of 
proportion.  Convictions  are  disjointed,  taken  each  by  itself  with 
no  thought  of  its  bearing  on  others.  Such  an  attitude  toward  life 
gives  it  a  sort  of  Chinese  perspective. 

To  this  category  we  are  apt  to  assign  the  men  of  one  idea  who 
have  wrought  so  much  for  the  world.  We  say,  perhaps,  that  Crom- 
well and  John  Knox  enormously  exaggerated  one  phase  of  religion 
and  politics,  and  Ignatius  Loyola  another;  we  may  call  them  fa- 
natics. Palissy,  the  potter,  Stephenson,  the  inventor,  Wilberforce, 
the  prison  reformer,  were  dominated  each  by  one  idea.  We  hear 
in  our  time  of  adherents  of  the  free  coinage  of  silver,  of  the  single 
tax,  of  socialism,  and  of  a  thousand  other  social  or  political  pro- 
grams, who  seem  to  find  each  in  his  pet  theory  the  solution  of  every 
recurring  question.  Whether  we  may  call  them  reformers  or  merely 
cranks  perhaps  depends  somewhat  on  our  point  of  view.  There 
can  be  no  doubt  that  there  are  times  when  one  truth  at  least  for  the 
time  being,  ri<.dilly  suljordinales  all  others.  Such  a  question  was  the 
naltjrf  of  our  ffflcr-il  union  in  1861.  Such  a  question  was  the  rights 
of  the  Knglish  Parliament  in  1640  ard  in  1688.  Possibly  we  may 
say  tfiat  a  fanatic  is  one  who  unduly  exa'jjgerates  the  importance 
of  any  part  if  iil.ir  form  of  linlfi  u'lil  it  bccornf^s  an  obsession.  But 
it  bv  no  means  follows  tFiat  ;ill   who  arc  called   fanalics  ar(^  for  that 


Randolph-Macon  Woman's  College  11 

reason  in  the  category  of  great  reformers.  Some  dreamers  of  great 
ideas  for  social  regeneration  have  been  deemed  crazy.  We  are  not 
for  that  reason  going  to  open  the  doors  of  our  insane  asylums.  Fur- 
ther, we  by  no  means  shut  up  in  these  asylums  all  the  crazy  people, 
but  merely  those  who  are  dangerous.  Many  more  are  at  large.  The 
test  of  insanity,  we  remember  is  the  existence  of  mental  delusions. 
The  crank  is  not  necessarily  insane.  He  merely  has  an  incorrigible 
twist  in  his  way  of  looking  at  truth,  which  is  next  door,  perhaps, 
to  having  an  insane  delusion.  He  is  like  the  little  river  steamboat, 
described  by  Lincoln — the  boiler  was  so  small  that  when  the  whistle 
blew  the  boat  had  to  stop;  there  was  not  steam  enough  for  both  the 
wheel  and  the  whistle. 
Or  may  we  put  it  this  way: 

A  wise  man  is  one  who,  be  his  knowledge  great  or  small,  has  a 
just  sense  of  the  relative  importance  of  what  he  knows  and  guides 
his  conduct  accordingly.  A  fanatic  is  one  who  unduly  exaggerates 
relative  values.     A  crank  is  an  unimportant  fanatic. 

The  old  adage  runs,  "Truth  is  mighty  and  will  prevail."  Doubt- 
less that  expresses  what  is  substantially  correct.  In  the  long  run  we 
may  perhaps  depend  on  it  that  truth  will  win  its  way.  And  yet  it 
is  not  truth  alone  which  is  victorious.  Truth  in  itself  is  imbecile; 
it  has  won  no  victories;  it  has  established  no  great  cause;  it  has 
overthrown  no  error. 

Truth  does  indeed  become  mighty,  but  in  the  main  only  when 
incarnate  in  a  human  soul.  A  true  man  is  always  and  everywhere 
a  power  for  righteousness.  Martin  Luther  was  the  truth  that  man 
is  accountable  to  God  directly,  without  human  intervention.  Crom- 
well was  the  truth  that  kings  are  the  servants  of  the  state,  not  mas- 
ters. Apostle  and  prophet  and  hero,  poet  and  painter  and  scholar 
— all  are  great  and  sway  the  souls  of  men  just  in  the  proportion 
that  truth  breathes  through  their  lips  and  is  embodied  in  their  deeds 
and  in  their  words.  Truth  is  a  creative  and  a  plastic  power,  then, 
only  when  men  love  it  and  act  it  and  live  it. 

The  college  owes  it  to  its  students  then,  to  make  truth,  in  all  these 
senses  the  soul  of  its  technique  and  of  its  life.  If  in  the  years  they 
give  to  alma  mater,  they  can  learn  to  choose  truth  as  their  chief  aim 


12  Bulletin 

in  life,  to  seek  to  know  what  is  true  and  to  speak  what  is  true,  but 
above  all  to  be  the  incarnation  of  truth,  then  the  college  will  de- 
serve well  of  the  republic. 


INDUCTION  OF 
PRESIDENT  ANDERSON  INTO  OFFICE 

BY 

Rev.  B.  F.  Lipscomb,  D.  D., 
First  Vice-President  Board  of  Trustees 

One  of  the  cheering  signs  of  the  time,  especially  in  our  Southland, 
is  the  wide  spread  revival  of  interest  in  the  subject  of  education. 
More  and  more  our  people  are  coming  to  realize  its  great  value  and 
to  covet  for  their  boys  and  girls  better  advantages  than  their  fathers 
and  mothers  possessed. 

A  striking  manifestation  of  this  educational  awakening  is  the 
inauguration  of  the  Christian  Education  Movement  in  our  Church. 
We  are  calling  upon  our  people  to  contribute  in  the  next  five  years 
the  sum  of  thirty-three  million  dollars  for  the  strengthening  and 
enlargement  of  our  educational  institutions. 

In  this  forward  movement  Randolph-Macon  has  played  an  im- 
portant part,  for  she  was  a  pioneer  in  the  field  of  higher  education 
for  the  young  women  of  the  South.  That  able,  energetic  and  for- 
ward-looking man,  William  Waugh  Smith,  founder  and  first  presi- 
dent of  this  college,  builded  better  than  he  knew  when  upon  these 
picturesque  hills  he  established  this  noble  institution.  Not  only  did 
he  found  a  school  of  incalculable  value  to  this  and  to  coming  genera- 
tions of  young  women,  and  incidentally  erect  a  monument  to  its 
founder  more  enduring  than  bronze  or  marble,  but  by  his  heroic 
example  he  inspired  others  to  go  and  do  likewise.  The  Randolph- 
Macon  System,  splendid  product  of  the  genius  of  this  gifted  man, 
is  a  shining  illustration  of  what  faith  and  courage  can  accomplish 
in  the  teeth  of  adverse  circumstances. 

What  Randolph-Macon  stands  for  is  character  plus  culture,  the 
training  of  both  mind  and  spirit.  She  holds  with  Phillips  Brooks 
that  this  life  is  the  workshop  where  God  makes  men,  and  the  life 
to  come  the  palace  hall  where  he  shows  them.  She  believes,  too, 
that  this  work  of  shaping  character  is  committed  in  large  part  to 
the  teacher. 


14  Bulletin 

The  thing  of  paramount  importance  therefore,  in  a  college  is  not 
its  grounds  and  buildings,  its  library  and  its  laboratories,  valuable 
as  they  may  be,  but  rather  its  personnel.  Of  what  sort  are  the  men 
and  women  into  whose  hands  our  boys  and  girls  are  committed? 
Arnold  of  Rugby  and  Webb  of  Bell  Buckle  might  have  taught  in 
log  school  houses  and  they  would  still  have  been  mighty  factors  in 
the  educational  life  of  their  respective  countries.  In  the  school,  as 
everywhere,  personality  is  the  thing  of  greatest  worth.  Diogenes  is 
still  going  up  and  down  in  the  earth  looking  for  a  man. 

Not  long  ago  it  fell  to  my  lot  to  serve  on  a  committee  charged 
with  this  Diogenean  task.  In  the  providence  of  God  the  genial  and 
scholarly  gentleman  who  succeeded  Dr.  Smith  in  the  presidency  of 
this  college  had  been  called  up  higher.  And  where  should  we  find 
a  worthy  successor,  a  man  of  high  character,  of  ripe  scholarship,  of 
proven  executive  ability?  The  nominating  committee  looked  the 
field  over  and  looked  above  for  guidance,  and  presently  the  star 
stood  over  the  seven-hilled  city  on  the  James.  There  we  found  what 
we  sought — a  man  born  and  bred  in  a  Methodist  parsonage,  trained 
in  a  Christian  college  and  in  one  of  our  great  universities,  well 
versed  in  the  traditions  of  Randolph-Macon  and  imbued  with  her 
spirit,  a  gentleman,  a  scholar  and  an  executive  of  no  mean  ability. 
God  gave  us  favor  in  his  eyes  as  he  had  first  found  favor  with  us, 
and  after  a  short,  but  ardent  courtship  the  bargain  was  sealed. 
And,  ladies  and  gentlemen,  the  marriage  ceremony  is  now  being 
performed. 

Permit  me  to  congratulate  you,  Dr.  Anderson,  upon  coming  to 
your  kingdom  at  a  time  like  this.  A  magnificent  opportunity  is 
yours.  A  great  door  and  efTeclual  is  set  before  you,  and  though 
adversaries  of  one  sort  or  another  may  abound,  I  bid  you  believe 
that  your  helpers  are  more  numerous  and  more  powerful  than  they. 
Sup})orting  you  heartily  in  all  your  activities  is  a  sympathetic  Board 
of  Trustees,  an  able  and  loyal  faculty,  and  enthusiastic  student  body, 
alumna?  of  which  any  inslitution  nii^dil  well  be  |)rou(l,  and  an 
awakened  (church  bearing  in  her  hands  largf;  offerings  for  the  cause 
of  Glirislian  Kducatioti.  And  over  all  (lie  greal  God  whose  you  are 
.iimI  uliorii  von  serve.  Willi  ^iif  Ii  ,i  backing  vou  carMiol  fail.  Ihil 
i(.    uridfM    ill*-    |»rc*>-ijrc    ol    ardiinii--    dulics    and    coni  rorilcd    by    for- 


Randolph-Macon  Woman's  College  15 

midable  obstacles,  you  shall  some  day  become  doubtful  and  afraid, 
my  prayer  for  you  is  that  your  eyes,  like  those  of  the  prophet's 
servant  of  old,  may  then  be  opened  to  see  the  mighty  hosts  that  are 
round  about  you,  and  that  you  may  find  strength  and  comfort  in  the 
thought  that  they  who  are  for  you  are  more  than  all  that  can  be 
against  you.  "Deal  courageously  and  the  Lord  shall  be  with  the 
good." 

And  now,  sir,  as  the  representative  of  the  Board  of  Trustees  of 
Randolph-Macon  College,  and  by  its  authority,  I  commit  to  your 
keeping  the  charter  and  seal  of  this  college,  to  the  presidency  of 
which  you  have  been  elected,  and  invest  you  with  all  the  dignity  and 
prerogatives  pertaining  to  your  office.  Cherish  the  traditions  of  this 
.institution,  maintain  its  standards  and  lead  it  on  to  yet  higher  things. 
And  may  God  abundantly  bless  your  labors. 


INAUGURAL  ADDRESS 

President  Dice  Robins  Anderson 

Mr.  Chairman,  Ladies  and  Gentlemen: 

I  appreciate  the  action  of  the  Executive  Committee  of  the  Ran- 
dolph-^Iacon  Woman's  College  in  authorizing  these  exercises  of 
installation,  the  kind  and  enthusiastic  activity  of  the  Faculty  and 
their  Committees  in  arranging  them,  and  the  courteous  consideration 
on  the  part  of  delegates  from  other  Colleges  and  many  friends, 
manifested  in  their  attendance.  I  am  particularly  grateful  for  the 
presence  here,  despite  his  many  other  obligations  and  important 
duties,  of  the  learned  and  distinguished  President  of  the  University 
of  Chicago,  to  which  a  number  of  us  are  so  much  indebted  and  I 
cherish  his  wise  and  noble  utterance.  I  wish  to  thank  the  Vice 
President  of  the  Board  of  Trustees  for  presiding  and  for  speaking 
words  of  inspiration,  gathering  weight  not  only  from  his  official 
position  on  the  Board  of  Trustees  and  in  the  Church  but  also  from 
his  own  helpfulness  in  counsel,  greatness  of  spirit,  consecration  to 
the  cause  of  education  and  the  welfare  of  young  men  and  young 
women — from  his  wise  and  gracious  understanding  of  College  prob- 
lems and  his  gentlemanly  reasonableness.  I  recognize  the  large 
responsibility  to  which  Dr.  Lipscomb  and  his  colleagues  have  in 
their  discretion  seen  fit  to  call  me  and  the  sacred  obligations  which 
they  have  committed  to  my  care.  No  position  makes  larger  demands 
on  a  greater  variety  of  desirable  talents  than  the  position  of  the 
Presidency  of  a  growing  and  ambitious  institution  of  higher  learn- 
ing. He  who  in  the  whirl  of  circumstance  is  called  to  discharge  the 
duties  of  this  office  is  expected  to  be  an  educator  of  experience  and 
originality,  who  can  unravel  all  of  the  mysteries  of  pedagogical 
science,  who  is  a  scholar,  knowing  himself  well  some  field  of  human 
knowledge  and  acquainted  by  actual  laborious  effort  with  methods 
of  research;  an  administrator  capable  of  co-ordinating  the  various 
elements  and  departments  of  a  College  world,  securing  efficient  action 
and  maintaining  harmony  and  good  will;  a  financier,  if  not  techni- 
cally versed  in  all  the  details  of  bookkeeping,  statistics,  markets  and 
inve»tments,  at  any  rate  able  to  |)ropos('  plans  of  economy,  of  wise 
expenditure  and  expansion  of  in( ornc  and  not  unskilled  in  the  gentle 


Randolph-Macon  Woman's  College  17 

art  of  coaxing  coin  from  the  reluctant  pockets  of  those  who  would 
be  known  as  friends  of  education  and  of  the  arts;  if  not  an  orator 
and  a  literary  artist,  at  least  an  effective  speaker  and  a  clear  and 
logical  writer  who  can  present  the  cause  of  the  College  and  of 
scholarship  at  any  time  and  to  any  audience,  night  or  day,  and  night 
and  day,  as  well  as  preach  on  Sunday,  address  Chambers  of  Com- 
merce, Bankers'  Conventions,  and  all  manner  of  Woman's  Clubs  on 
any  subject  hinted  at  in  the  college  cuirriculum  or  referred  to  in 
current  periodicals,  and  to  do  so  in  such  a  manner  that  each  auditor 
will  feel  that  you  agree  with  him;  of  unlimited  physical  endurance, 
mental  alertness,  unerring  good  taste,  moral  courage,  good-will  anO 
charity,  religious  conviction  and  devotion;  and  most  important  a 
lover  of  people,  a  maker  and  a  cherisher  of  friends,  and,  above  all, 
a  sympathetic,  broad  minded,  patient,  self-abandoning  comrade  of 
young  men  and  young  women.  These  are  a  few  of  the  many  fields 
in  which  a  College  President  is  supposed  to  excel  and  must  excel  to 
make  certain  of  the  greatest  success.  (My  friend  Dr.  Henry  Louis 
Smith  has  a  different  list — which  must  be  added  to  my  own.)  Now, 
Mr.  Chairman,  these  qualities,  all  of  them,  are  demanded  and  are 
needed.  But  before  asking  you  to  accept  my  resignation  I  want  to 
add  in  defense  that,  unless  some  of  those  present  are  an  exception, 
no  human  beings  now  living  excel  in  each  of  these  qualities.  All 
that  one  can  do  is  to  consecrate  without  stint  the  capacities  with 
which  one  is  endowed  and  pray  that  the  Bestower  of  all  Gifts  may 
increase  these,  and  add  others,  that  the  work  of  God  in  such  a  place 
may  be  worthily  done. 

It  is  not  necessary  this  morning  for  me  to  attempt  to  instruct  my 
fellow  educators  on  the  latest  tendencies  of  educational  theory  and 
practice,  or  to  re-examine  the  foundation  of  scholarship  and  higher 
learning.  It  may  not,  however,  be  out  of  place  for  one  at  this  time 
to  affirm  his  educational  convictions  and  to  indicate  his  appreciation 
of  the  fundamental  principles  underlying  the  establishment  of  Col- 
leges. But,  after  all,  I  presume  that  our  interest  today  is  more 
particularly  in  this  College,  in  this  place,  in  its  spirit  and  problems, 
and  one  may  therefore  not  improperly  relate  his  remarks,  directly 
or  indirectly,  to  the  Randolph-Macon  Woman's  College. 


18  Bulletin 

In  calling  one  to  accept  the  Presidency  of  Randolph-Macon 
Woman's  College,  the  Trustees  are  calling  him  to  accept  responsi- 
bility for  carrying  on  a  great  tradition.  For  this  institution  in  its 
present  state  of  growth  sends  its  roots  down  into  a  rich  and  fertile 
past.  It  draws  strength  and  adornment  from  the  vision,  ideals, 
achievements,  and  personalities  of  former  days.  It  may  not  be 
familiar  history  to  all  here  that  the  rooting  of  the  enterprise,  of 
which  this  institution  is  a  part,  was  in  days  when  there  was  a  strange 
working  of  the  spirit  of  man  in  this  country.  On  February  3,  1830, 
a  charter  was  granted  by  the  General  Assembly  of  Virginia  to  the 
Trustees  of  Randolph-Macon  College  and  in  1832  was  founded,  at 
Boydton,  Virginia,  the  Randolph-Macon  College — the  oldest  existing 
Methodist  College  by  date  of  charter.  It  is  not  inappropriate  on  a 
day  like  this  to  recall  the  names  of  Rev.  Hezekiah  G.  Leigh,  who 
seems  to  have  had  the  heavenly  vision  to  plan  this  thing,  and  Gabriel 
P.  Disosway,  a  prominent  business  man  of  Petersburg,  Virginia, 
formerly  and  later  also  of  New  York.  The  first  Chairman  of  the 
Board  of  Trustees  of  Randolph-Macon  College  was  the  Reverend 
John  Early,  later  Bishop  John  Early,  whose  remains  lie  buried  in 
the  city  of  Lynchburg,  Virginia.  The  first  President  of  Randolph- 
Macon  College  was  the  Rev.  Stephen  Olin,  a  native  of  Vermont,  a 
trained  and  experienced  educator,  of  whom  it  has  been  said:  "He 
was  of  large  and  majestic  form,  a  physical  and  intellectual  giant, 
a  paragon  of  moral  and  religious  excellence,  a  perfect  model  of  a 
Christian  gentleman  and  scholar  and  pulpit  orator."  In  succession 
to  him,  through  the  years,  have  come  men  of  ability  and  consecration 
as  heads  of  the  old  Mother  Randolph-Macon  College,  surrounded 
too,  by  skilled  and  patient  and  self-sacrificing  associates  until  this 
generation  of  ours,  when  the  best  traditions  of  Kaudolph-IVIacon 
character,  personality,  taste,  and  consecration  are  represented  in  our 
senior  Colleague*,  loved  and  honored  everywhere,  Dr.  Robert  Emory 
Blackwell,  President  of  Randolph-Macon  College.  The  College,  sir, 
over  uhirli  my  rlistinguished  teacher  and  friend  presides,  is  a  small 
College  a>  ific  world  defines  size.  It  has  only  a  dozen  professors,  a 
few  buildings,  a  meager  income,  a  small  endowment.  Uul  it  is  very 
\Nf,dfli\  in  llic  (ju.'iJilN  ol  ils  giiidin^  spirits,  in  llie  ideals  that  control 
its  spirilij;d  destiny,  and   in  llx-  tti.itdv  pKxInri   vvliicli  it  lias  givcrj  lo 


Randolph-Macon  Woman's  College  19 

the  world.  In  its  history  there  have  been  only  945  degree  graduates, 
but  there  have  gone  from  its  halls  509  Ministers,  185  Attorneys-at- 
law,  174  Physicians,  36  College  Presidents,  129  College  Professors 
and  instructors,  besides  234  other  teachers,  16  Missionaries,  30  heroes 
who  gave  their  lives  in  the  War  Between  the  States,  207  soldiers  and 
sailors  in  the  late  War,  not  including  those  enrolled  in  the  Student 
Army  Corps,  and  8  who  made  the  supreme  sacrifice  in  the  defense 
of  the  world's  civilization.  We  may  hope  for  our  Mother  College 
a  vast  increase  in  the  resources  whereby  her  faithful  servants  may 
the  more  readily  do  their  work,  but  chiefly  may  we  hope  for  her  an 
undeviating  adherence  to  the  ideals  which  have  made  her  great, 
though  small,  and  the  same  devoted  and  successful  effort  to  produce 
strong  and  good  men. 

The  Mother  College  has  given  birth  to  other  institutions,  which  do 
credit  to  the  name — notably  the  Randolph-Macon  Academy  at  Bed- 
ford, Virginia,  founded  in  1890,  the  Randolph-Macon  Academy  at 
Front  Royal,  Virginia,  in  1892  and  the  Randolph-Macon  Institute 
in  Danville,  Virginia,  in,  1897.  These  are  respectively  presided  ovei 
by  our  able  and  cherished  friends,  Principals  E.  Sumter  Smith, 
Charles  L.  Melton,  and  Charles  G,  Evans,  who  have  done  for  Virginia 
and  the  South  invaluable  service.  The  Randolph-Macon  Woman's 
College  proceeded  from  a  desire  on  the  part  of  far  seeing  leaders, 
in  particular  of  one  far  seeing  leader,  to  establish  South  of  the 
Mason  and  Dixon  Line  an  institution  for  women  which  would  offer 
to  our  young  women  in  this  part  of  the  land  advantages  equal  to 
those  afforded  by  the  better  colleges  for  men  and  similar  to  those 
offered  by  the  noble  colleges  for  women  in  the  North — Vassar,  Mt. 
Holyoke,  Smith,  Wellesley,  and  others,  which  had  proved  that  women 
would  appreciate  and  use  to  the  fullest  advantage  in  a  manner  at 
least  as  successful  as  men  the  highest  privileges  of  scholarly  in- 
struction. Many  institutions  for  women  in  the  South  had  done  a 
valuable  servics  for  girls  and  young  women,  but  by  1890  the  time 
had  come  when  it  was  possible  and  wise  to  supplement  this  work 
Ly  an  institution  that  would  represent  a  culmination  of  educational 
efforts  for  women  in  the  South.  Many  doubted;  conservatism  was 
strong  in  those  days  in  these  parts  of  the  world;  and  the  effects  of 
the  Civil  War  had  not  disappeared  in  the  continued  poverty  of  our 


20  Bulletin 

people.  But  into  the  spirit  of  one  great  soul  had  entered  the  deter- 
mination to  realize  this  ambition,  and  in  his  mind  and  character 
were  combined  the  strong  and -appealing  qualities  that  were  needed 
to  conciliate,  to  persuade,  to  organize,  and  to  build.  The  Randolph- 
Macon  Woman's  College,  therefore,  is  the  product  of  the  Randolph- 
Macon  ideal,  of  the  educational  efforts  of  the  South  for  women,  of 
the  example  of  large  successful  endeavor  for  woman's  education  in 
other  parts  of  the  country,  and  of  the  greatness  of  one  human  soul. 
In  the  Educational  Pageant  presented  at  this  College  last  year 
Randolph-Macon  outlined  her  ideals  and  offered  her  homage  to  the 
inspiring  genius  of  Dr.  William  Waugh  Smith  '  in  at  least  better 
poetry  than  I  can  write: 

The  name  of  those  things  that  I  prize  indeed 
Is  legion.     Honor  first  and  truth  I  do  esteem 
As  do  we  all.    Then  lofty  scholarship 
That  ever  setting  for  itself  a  high 
And  still  a  higher  goal  doth  find  no  rest, 
No  floweiy  beds  of  ease  on  which  to  lie; 
The  government  of  students  by  themselves, 
A  true*  and  real  democracy,  I  prize. 
But  most  of  all  I  prize  the  source  of  all 
That  Randolph-Macon  proudly  holds  the  best — 
The  will  and  trust  and  courage  of  one  man 
The  love  and  self-denying  faith  of  him 
We  name  with  pride  our  Founder — 
Doctor  Smith. 

'Twas  he  that  dreamed  the  dream  and  saw  the  vision, 

'Twas  he  that  still  undaunted,  undismayed 
Believed  in  face  of  doubt,  discouragement. 

And  gloom; 
And  saw  a  way  to  prove  his  faith  to  those 
Who  said  the  women  of  the  South  did  need 
Nf>   higher   echicalion   than    they   had, 
Tliat  here  no  college  such  as  that  he  planned 
Could  live — much  less  could  grow  and  thrivr  and   prosper. 
To   those  who  8[)oke   in   this  objecting  voice 
He  said  that  he  woiiM   iiotliing  save  tlx*  bcsi, 
Nauglit  else  he  llionglil  was  worthy  of  his  zeal 
Nor  of  thoHC  w«)mr-n   |)iir|»oscftil   anri  strong 
Wfiosf    caiJHf    .'itui    rnlcrpi  i/.r    In-    madr    his    own. 


R.\ndolph-Macon  Woman's  College  21 

And  in  this  presence  today  may  I  not  pay  homage  to  the  scholarly, 
patient,  and  devoted  spirit  of  my  immediate  predecessor,  the  la- 
mented President  William  Alexander  Webb. 

This  College  has  since  its  beginning  stood  for  sincere,  reliable 
work,  that  would  command  respect  everywhere  because  of  its  thor- 
oughness and  quality.  It  has  endeavored  to  be  an  inspiration  in  the 
Southern  States  to  those  who  sought  to  develop  other  institutions 
of  higher  learning  (for  women.  It  has  promoted  the  strengthening 
of  Secondary  Education.  It  has  sent  380  College  trained  teachers 
to  carry  the  best  ideals  of  scholarship  everywhere  into  the  South 
and  into  many  places  in  different  parts  of  the  country.  From  it 
have  sailed  to  the  foreign  field  more  missionaries  than  it  has  sent 
forth  graduating  classes.  From  it  have  gone  nurses,  social  and 
philanthropic  workers, 'and  public  servants.  In  27  years  1132  grad- 
uates have  gone  to  all  the  ends  of  the  earth  and  5000  young  women 
bear  the  impress  of  its  instruction  and  influence.  'The  Alumnae 
records  prove  that  learning  and  culture  at  this  place  at  any  rate 
do  not  prevent  young 'women  from  founding  homes  and  rocking  the 
cradle. 

Mr.  Chairman,  in  calling  me  to  accept  this  position  you  call  upon 
me  to  carry  on  the  traditions  of  Leigh  and  Disosway,  Olin,  Duncan, 
Bennett,  and  Blackwell;  you  ask  me  to  accept  the  spiritual  inheri- 
tance left  by  Dr.  Smith;  you  place  in  my  charge  this  sincere  devo- 
tion to  sound  learning,  this  spirit  of  loyalty  and  friendliness;  this 
moral  purpose  and  consecration  to  service;  these  religious  convic- 
tions, and  that  dynamic  religious  power  that  unite  themselves  to 
this  name.     I  shall  endeavor  to  be  true  to  the  great  traditions. 

It  is  an  inspiration  to  all  engaged  in  the  work  of  Education  that 
they  labor  not  alone.  They  are  cheered  by  the  companionship  of 
other  teachers,  by  other  institutions  animated  by  the  same  high  pur- 
pose and  devoted  to  the  same  ideals.  And  so  while  Randolph-Macon 
as  is  true  of  all  other  seats  of  high  learning,  has  a  distinctness  of  its 
own,  it  claims  no  monopoly  on  the  qualities  mentioned  above,  and 
is  alike  studious  of  the  forces  that  influence  educational  progress. 
No  college  can  exist  by  and  of  itself.  It  cannot  be  altogether  inde- 
pendent of  the  practices  of  the  educational  world,  and  of  the  prev- 
alent views  of  educational  leaders  and  thinkers.     It  is  a  part  of  the 


22  Bulletin 

educational  agencies  of  the  country,  drawing  from  high  schools  and 
academies  and  sending  them  back  trained  instructors;  it  must  be 
willing  to  learn  of  others,  and  should  strive  to  do  some  things  so 
well  as  to  teach  others.  It  should  be  responsive  to  the  demand  of 
the  time  that  now  is,  with  courtesy  and  reverence  to  the  times  that 
have  been.  It  should  be  willing  to  examine  its  work,  conscientiously 
and  impartially,  from  year  to  year,  testing  it  in  the  light  of  exper- 
ience and  thought  and  demand.  There  is  no  merit  in  dropping  out 
or  adding  on,  breaking  w^ith  the  past,  or  holding  tenaciously  to  every 
thing  that  has  been.  There  is,  however,  distinct  merit  in  the  appli- 
cation to  educational  processes  and  forms  of  the  same  spirit  of  im- 
partial and  objective  examination  and  investigation  that  scholars 
apply  to  all  other  systems  of  philosophy  and  to  all  other  institutions 
of  society.  A  changeless  college  would  be  a  dead  college;  a  college 
always  changing  would  lack  consistency  of  purpose  and  stability  of 
work. 

However,  it  is  comforting  to  all  believers  in  a  liberal  education, 
whatever  their  differences  in  detail,  to  believe  that  recent  events  have 
tended  to  emphasize  the  significance  of  the  work  which  we  are  doing. 
Mr.  Chairman,  you  call  me  to  this  institution  at  a  time  when  the 
world  has  been  compelled  to  see  as  never  before  the  enormous  power 
of  the  impact  of  social  heredity  imposed  by  educational  processes 
on  the  impressionable  and  idealistic  mind  of  youth.  Making  all 
allowance  for  exaggeration  and  propaganda,  it  no  doubt  is  true  that 
in  about  a  generation's  time  the  psychology  of  the  German  people 
was  transformed;  that  they  came  to  accept  the  doctrine  of  might,  of 
the  necessity  and  righteousness  of  war,  of  the  supreme  destiny  of 
the  German  people,  and  of  the  legitimacy  of  their  conquest  of  man- 
kind, without  reference  to  ideals  beyond  national  aspirations.  The 
philosophy  of  Heckel,  Nietzsche,  and  Treitschke  came  to  dominate. 
"The  seat  and  center"  of  the  vast  experiment  throughout  the  whole 
period  of  accomplishment  was  in  the  mind  of  the  young.  It  was 
the  German  educational  system  which  created  the  ])sychology  which 
carried  modern  Germany  into  the  world  war  of  1914  with  all  its 
far-reaching  consequences. 

"In  Prussia  it  was  to  llie  teachers  of  ihc  ch'rncnlary  schools  that 
the  Staff  looked  fir-l  for  ^ii|»|)oit  in  il^  alh-inpl  lo  cicalr  tin*  idealisms 


Randolph-Macon  Woman's  College  23 

of  German  nationalism  and  to  impose  them  on  the  young.  After 
these  it  looked  to  the  teachers  of  the  higher  schools  and  then  to  the 
University  professorate." — (Kidd's  Science  of  Power,  pp.  130-131.) 

In  Japan  likewise  "the  West  has  beheld  an  Eastern  nation  within 
the  space  of  less  than  two  generations  pass  through  the  interval 
which  separates  feudalism  from  modern  civilization.  In  this 
space  of  time  a  change  in  general  habits,  in  social  and  mental 
outlook,  and  in  national  consciousness  was  accomplished  as  by  the 
wand  of  a  conqueror.  The  new  social  inheritance  thus  almost  sud- 
denly acquired  has  been  so  transforming  in  its  effects  and  has  so 
powerfully  affected  the  potentiality  of  Japan  in  the  world  that  in 
the  brief  period  mentioned  results  have  been  attained  absolutely  in 
the  face  of  all  that  was  previously  believed  imposible." — (Kidd's 
Science  of  Power,  pp.  109-110.)  And  it  has  been  a  clear  compre- 
hension of  the  possibility  of  imposing  national  ideals  on  the  minds 
of  the  young  through  skilful  educational  processes  that  has  condi- 
tioned this  transformation.  And  in  our  own  country,  more  signifi- 
cant than  any  revelation  made  by  the  examination  of  draft  boards  as 
to  the  physical  infirmities  and  mental  poverty  of  a  large  percentage 
of  our  young  life,  is  the  realization  of  the  swift  and  irresistible  effec- 
tiveness of  a  nation's  command  of  all  educational  agencies  and  edu- 
cational methods  and  the  determined  and  unremitting  direction  ot 
them  to  the  cause  of  winning  a  war.  Even  to  professors  and  educa- 
tional thinkers  who  have  been  experimenting,  waiting  or  speaking, 
for  sometimes  half  a  century,  has  come  the  stupendous  revelation 
of  the  unrealized  power  of  education  to  control,  to  direct,  to  domi- 
nate. And  to  all  one  may  say,  no  longer  in  a  perfunctory  manner 
but  with  the  strength  of  a  new  conviction,  here,  now,  in  these  schools 
and  colleges  are  the  Seats  of  the  Mighty. 

But  has  there  not  come  with  this  new  understanding  of  the  im- 
mense power  of  these  processes  a  new  sense  of  responsibility,  a 
realization  that  education  can  destroy  as  well  as  build  up?  Can 
pervert  as  well  as  beautify  and  ennoble?  Educate  to  what  purpose 
now  we  ask?  To  seek  new  ways  of  injury  and  devastation?  To 
seek  personal  or  group  advantage  with  reckless  fury,  thoughtless 
of  the  feeling,  interests,  rights  or  destinies  of  other  men?  If 
strengthened  bodies,  sharpened  minds,  and  quickened  emotions  are 


24  Bulletin 

to  be  used  for  the  tearing  down  of  all  the  legal,  moral,  and  spiritual 
temples  of  civilization  why  strengthen  them?  It  is  the  channels 
into  which  capacities  are  to  be  thrown,  and  the  ideals  to  whose  ser- 
vice they  are  consecrated  that  really  count.  Not  merely  ability  to 
work  out  a  course,  to  solve  problems,  domestic,  business,  political, 
international,  but  a  willingness  to  solve  them  right,  in  the  interest 
of  all,  in  the  spirit  of  peace  and  good  will,  in  the  service  of  God 
and  Humanity.  This  ivill  to  do  as  well  as  power  to  do  must  be  the 
essential  element  in  education  from  henceforth.  It  is  knowledge  and 
science,  but  not  knowledge  and  science  alone,  nor  natural  resources, 
which  form  the  basis  of  a  nation's  prosperity.  It  is  industry,  in- 
tegrity, faith,  the  spirit  of  co-operation  and  brotherhood,  morals, 
religion. 

There  is  now  no  conflict  between  different  classes  of  schools. 
Technical  schools  and  schools  of  liberal  arts  have  their  place,  and 
so  have  independent,  state,  and  denominational  institutions.  De- 
nominations have  played  an  important  part  in  the  educational  his- 
tory of  America.  They  have  founded  schools,  collected  from  the 
people  resources,  stirred  the  ambitions  of  young  men  and  young 
women  to  attend  college  and  are  now  such  a  significant  factor  in 
higher  education,  particularly  in  the  south,  that  the  state  could  not 
do  the  educational  work  needed  by  society  without  them.  They  sup- 
plement the  schools  of  the  state,  can  if  they  like  pursue  a  more  in- 
dependent policy,  can  be  conservative  if  they  so  desire,  and  can 
establish  such  religious  instruction  and  influence  as  they  deem  wise. 
Those  who  conduct  them  should  have  cordial  respect  for  the  tradi- 
tion of  the  church  and  should  be  glad  in  all  consistent  ways  to  please 
the  religious  body  under  whose  auspices  the  institutions  are  con- 
ducted. These  institutions  are  nevertheless  public  institutions  too, 
drawing  patronage  and  support  from  those  of  every  faith  and  seek- 
ing favor  from  generous  people  regardless  of  denominational  pre- 
ferences. They  should  be  conducted  therefore  in  a  broad  and  liberal 
spirit  and  must  command  the  respect  of  institutions  everywhere  and 
thoughtful  people  of  all  beliefs. 

Wholesome  moral  arnl  religious  condilioris  and  llic  dynamic  j)<)wer 
of  religion  expressed  in  service  should  prevail.  These;  conditions 
eminentK  <  hararlcri/e  Kandolph-Macoti.      Thcrf!  are  (ew  things  more 


Randolph-Macon  Woman's  College  25 

irreligious  than  beguiling  young  men  and  young  women  into  an 
insincere  intellectual  and  scholarly  atmosphere  on  denominational 
grounds;  and  membership  in  a  congregation  does  not  excuse  a  lying 
catalog  or  unworthy  methods  of  instruction.  Reverence  is  owed  in 
an  institution  to  the  things  held  dear  by  the  religious  body  under 
whose  auspices  it  is  conducted  and  by  religious  people  generally. 
There  must  be  preserved  freedom  of  investigation  and  inquiry  cai> 
ried  on  for  constructive  purposes  and  expressed  in  due  moderation 
and  courtesy.  It  is  a  proper  expectation  that  a  denomination  secure 
from  its  institutions  trained  and  consecrated  workers  as  ministers, 
missionaries  and  teachers,  but  its  doors  should  always  be  freely 
open  to  all  and  none  should  be  made  to  feel  unwelcome  or  uncom- 
fortable, and  all  should  share  the  same  sense  of  loyalty  and  affection. 
An  important  place  of  a  denominational  institution  in  denomina- 
tional economy  is  as  a  part  of  the  unselfish  contribution  by  the 
Church  to  the  service  of  all  mankind,  as  the  doors  of  its  temples 
are  open  and  its  altars  are  the  privilege  of  men  and  women  of  every 
creed. 

Such  broad  and  generous  views  at  Randolph-Macon  Woman's 
College  have  won  general  recognition  and  support  for  the  institu- 
tion and  the  future  continuance  of  such  a  policy  as  no  doubt  will 
be  the  case,  will  assure  cordial  respect  on  the  part  of  all,  and  redound 
to  the  honor  and  strength  of  this  institution  and  of  the  great  Metho- 
dist Episcopal  Church  South,  whose  work  for  humanity  has  been 
so  conspicuous.  This  Church  is  now  looking  to  a  forw  ard  movement 
in  Christian  Education  under  its  auspices,  and  is  engaged  in  an 
earnest  effort  to  add  to  the  financial  strength  of  its  colleges,  without 
limiting  their  privilege  of  appealing  to  all  for  aid,  on  the  ground 
of  their  great  service  to  society  at  large. 

If  the  significance  of  the  college  has  increased  in  recent  years,  if 
the  wisely  conducted  denominational  college  has  before  it  still  a 
very  large  and  rich  opportunity,  so  it  may  be  said  with  ever  larger 
emphasis,  that  colleges  for  the  education  of  women  find  the  demand 
upon  them  vastly  increased  both  by  virtue  of  the  numbers  of  those 
who  are  knocking  at  their  doors  for  admission,  and  because  of  the 
expanding  opportunities,  political  and  economic,  before  women. 
The  coeducational  college  will  no  doubt  continue  to  grow,  and  it  is 


26  Bulletin 

rendering  conspicuous  service,  but  the  independent  woman's  college 
in  which  young  women  control  exclusively  their  extra  scholastic 
activities,  in  which  the  entire  thinking  of  the  administration  and 
faculty  can  be  directed  to  those  methods  and  aspects  of  education 
most  fruitful  in  the  development  of  young  women,  will  always 
appeal  to  large  numbers  of  young  women  themselves  and  to  their 
parents.  There  is  something  peculiarly  charming  and  appealing 
about  a  woman's  college — it  justly  commands  the  ability  and  conse- 
cration of  able  faculties  and  because  of  its  strategic  position  in 
modern  life  must  increasingly  find  response  in  the  generosity  of 
philanthropists  who  desire  to  mold  the  ideals  of  the  world. 

There  is  some  plausibility  in  the  contention  that  the  determination 
of  the  character  of  civilization  and  the  formation  of  broad  public 
policy  in  the  future  will  be  in  the  hands  of  women  of  the  race.  It 
is  contended  by  Schopenhauer  and  by  Kidd  that  as  distinct  from 
man  woman  is  "the  creature  to  whom  the  race  is  more  than  the  indi- 
vidual, the  being  to  whom  the  Future  is  greater  than  the  Present." 
(Kidd,  Science,  page  211.)  She  it  is  who  contemplates  the  ideal 
to  which  men  and  civilization  shall  move;  and  she  it  is  who  is  in 
the  strategic  position  to  determine  the  motive  for  all  humanity.  The 
vast  significance  not  only  of  her  mental  capacities  tomorrow,  but 
of  the  compulsion  of  her  ideal,  of  the  causes  to  which  she  shall  urge 
and  drive  humanity  by  her  now  increasing  power,  make  her  educa- 
tion of  added  dignity  and  importance.  A  community  and  state  can 
do  nothing  of  more  vital  significance  at  this  time  than  to  lay  the 
foundations  for  the  strongest,  broadest  and  most  liberal  and  most 
sympathetic  culture  of  the  mind  and  spirit  of  young  women,  holding 
as  they  do  the  destiny  of  the  race. 

A  woman's  college  as  do  all  others,  exists  not  to  serve  itself  but 
in  the  larger  sense,  to  serve  the  community,  including  church,  the 
city  of  its  residence,  the  public  generally. 

At  the  present  time  there  are  increasing  expcclalions  of  immediate 
relations  of  usefulness  to  the  community  and  of  enhirging  ()p|)()r- 
lunity  for  service  liy  our  colleges. 

It  must  be  remembered  always,  liow(!ver,  tlial  llie  largest  com- 
/fiijuily  service  any  iiistilulioii  rcrifhrrs  is  iti  tin*  mainlainancc;  of 
standards   of   taste   arifi    (iiltuic    and    in    tlic    drvcloprncnt   of   fulnrc 


R.\ndolph-Macon  Woman's  College  27 

leaders  and  thinkers  for  the  community's  work.  A  college  of  liberal 
Arts  must  stand  for  the  abiding  and  for  much  of  its  reward  be  con- 
tent with  the  fruitage  of  future  years.  That  does  not  mean,  however, 
that  it  should  fail  to  avail  itself  of  those  services  and  contacts  which 
do  not  weaken  its  strength  to  perform  its  preeminent  and  permanent 
task.  Men  and  women,  not  engineers  and  secretaries  and  chemists 
are  the  product  it  must  aim  to  produce.  And  yet  if  it  can  help  one 
to  be  both  a  great  personality  and  a  great  chemist  it  is  its  privilege 
so  to  do. 

Every  College  in  all  due  respect  to  its  main  purpose  can,  as  this 
College  does  and  as  it  shall  continue  to  do  in  the  future,  make  its 
immediate  contribution  to  the  life  and  activities  of  today  and  seek 
by  any  reasonable  broadening  of  its  programme  the  privilege  of 
meeting  public  needs. 

It  is  entirely  consistent  with  the  high  purposes  of  a  great  woman's 
college  to  throw  open  its  doors  to  properly  prepared  students 
and  for  proper  purposes  during  the  months  in  which  most  edu- 
cational plants  are  practically  idle.  ^Tiat  should  be  its  attitude 
toward  an  enlargement  of  its  student  body?  Should  an  institution 
seek  to  be  large  or  seek  to  be  small?  It  should  seek  to  be  neither. 
It  should  seek  to  do  work  of  the  highest  quality  and  to  render  the 
greatest  service  to  the  state.  It  should  neither  dilute  the  quality  of 
its  work  by  an  attempt  at  too  rapid  assimilation  of  new  students 
beyond  its  resources  to  train,  on  the  other  hand  it  should  not  settle 
back  in  contented  enjoyment  of  its  reputation,  regardless  of  the  cry- 
ing needs  of  those  who  would  rejoice  in  the  privileges  it  can  bestow\ 
It  is  possible  to  weaken  its  power  by  extending  its  resources  over 
too  large  an  area;  it  is  also  possible  to  narrow  its  horizon  by  a  policy 
of  too  restricted  exclusion.  The  work  of  training  our  young  men 
and  young  women  must  be  conducted  and  each  institution  must  be 
willing  to  shoulder  its  part  of  the  task  in  a  manner  and  to  a  degree 
that  shall  be  just  to  the  old  and  just  to  the  new. 

Our  college  here  has  unlimited  opportunities.  I  refer  not  merely 
to  the  opportunity  of  increasing  the  number  of  its  students,  to  the 
degree  that  this  should  be  found  wise,  but  to  the  development  of  the 
quality  and  variety  of  its  service.  Its  resources  are  far  too  limited 
for  the  field  that  it  occupies:   no  Southern  college  as  a  matter  of 


28  Bulletin 

fact  is  respectably  equipped  for  the  work  that  the  south,  not  to 
mention  other  sections  of  the  country,  is  demanding  of  it.  In  the 
north  there  are  forty-eight  colleges  and  universities  each  with  over 
one  million  dollars  in  endowment  against  eight  such  colleges  in  the 
south.  It  is  reported  that  last  year  northern  colleges  and  universities 
received  in  large  gifts  348  times  as  much  as  southern  institutions. 
The  endowment  of  colleges  in  Massachusetts  alone  exceeds  the  total 
endowment  of  all  higher  institutions  of  learning  in  the  fifteen 
southern  states. 

In  this  college  we  should  at  once  double  our  endowment,  and  then 
this  endowment  will  be  less  than  a  million  dollars.  We  need  a  large 
auditorium  as  is  clearly  evident  here  today;  we  need  a  chapel  repre- 
senting in  proper  proportion  and  with  proper  dignity  the  religious 
life  of  the  institution;  we  need  enlarged  library  and  laboratory 
facilities;  we  need  an  adequate  infirmary;  we  need  a  music  hall  and 
fine  arts  building  to  house  the  artistic  life  and  possessions  of  the 
institution;  not  to  speak  of  the  dormitories  we  could  immediately 
fill  were  the  means  forthcoming  to  erect  them  and  at  the  same  time 
to  provide  adequate  instruction  and  equipment  for  the  entire  student 
body.  We  present  an  unrivalled  opportunity  for  the  founding  of 
chairs,  the  endowment  of  scholarships,  the  erecting  of  buildings  as 
memorials  of  friends  or  permanent  records  of  the  wise  foresight  of 
those  interested  in  education  and  in  young  women.  Here  lies  by 
the  investment  of  one's  material  resources  the  certain  privilege  of 
blessing  the  spirits  of  an  unending  succession  of  young  natures  and 
of  conferring  immeasurable  benefit  on  human  society  for  all  time. 

Ladies  and  gentlemen,  I  have  one  more  word  to  add  and  that  is  a 
word  of  appreciation.  After  something  over  a  year  of  service  at 
Kandolph-Macon,  I  feel  very  grateful  for  the  spirit  of  cordiality 
which  has  been  evidenced  and  the  helpful  cooperation  which  on  all 
liands  has  been  extended.  It  is  my  earnest  ])uri)ose  to  work  in 
cordial  sympathy  with  all  the  elements  thai  go  to  compose  our  noble 
college  life.  To  the  faculty  I  shall  continue  to  look  for  counsel  in 
the  conduf;t  of  the  affairs  of  th(^  institution,  inviting  a  free  expression 
of  tlieir  vi(;ws  and  seeking  to  establish  with  them  the  most  human 
relations  of  (■\\cr'\^\icA  friendship.  1  v;diic  ihc  privileLjc  of  harrnon- 
iouv  labor  and  svHip.:th'li<    frilovvship  with  the  l'>xe( ulivc  (Committer 


Randolph-Macon  Woman's  College  29 

and  Trustees  of  the  college,  aiming  in  conjunction  with  them  to  plan 
for  the  largest  success  of  the  institution.  Those  who  enter  here  and 
abide  here  as  students  I  would  regard  as  a  part  of  the  president's 
family  and  love  as  his  own  (and  only)  girls,  to  whom  he  would  de- 
vote the  best  of  strength  and  talent.  Those  who  have  gone  out  are  his 
pride  and  joy  and  hope  for  understanding  and  support  tliat  will  not 
fail.  And  with  the  good  people  of  this  happy  community,  its 
churches,  its  organizations,  and  its  industrious  citizens  I  would 
endeavor  to  evidence  the  spirit  of  participation  in  their  labors  and 
seek  personal  and  cordial  friendships  that  will  endure.  From  all  I 
seek  and  to  all  I  give  goodwill  and  helpfulness.  To  every  one  who 
loves  this  college,  who  is  related  to  it  by  any  tie,  my  heart  goes 
out  this  morning  in  sympathetic  understanding,  pledging  as  I  do 
and  as  all  no  doubt  do,  the  utmost  consecration  of  power  and  talent 
to  the  end  that  Randolph-Macon  Woman's  College  may  reach  even 
greater  glory  by  serving  ever  more  largely  the  noble  young  women 
whom  it  is  our  privilege  here  to  receive  and  by  promoting  the  welfare 
of  the  south  and  the  nation  that  look  to  us  for  work,  for  loyalty, 
for  faith  and  for  devoted  citizenship. 


ADDRESS 

President  Frank  J.  Goodnow 
Johns  Hopkins  University 

The  Johns  Hopkins  University  desires  to  extend  to  the  Randolph- 
Macon  Woman's  College  and  to  its  President,  Dr.  Anderson,  the 
greetings  of  a  sister — or  shall  I  say  a  brother — institution,  itself 
also  situated  in  the  South.  We  express  the  hope  that  the  Institution 
and  its  new  President  will  have  in  the  future  the  same  success  which 
has  been  so  characteristic  of  its  past  history. 

I  am  sure  that  you  will  continue  doing  the  great  work  which  you 
have  hitherto  been  doing.  I  am,  however,  aware  of  the  fact  that, 
since  the  change  which  has  so  recently  been  made  in  the  status 
accorded  to  women  in  our  political  organization,  the  burden  which 
women's  colleges  must  assume  is  heavier  than  it  has  ever  been. 

As  I  see  it,  a  higher  educational  institution  has  three  reasonably 
well  defined  functions  which  it  must  attempt  to  discharge.  It  must 
endeavor  to  teach  its  students  how  to  live,  so  that  their  lives  as  indi- 
viduals may  be  as  rich  and  full  as  possible.  In  order  to  attain  this 
end  it  must  encourage  its  students  to  make  the  wisest  use  of  their 
leisure  time. 

It  must  also  have  as  one  of  its  aims  education  for  citizenship,  and 
particularly  the  development  of  those  leaders  to  whom  human 
progress  has  owed  so  much. 

It  must  finally  contribute  in  some  measure — perhaps  I  should  say 
in  as  large  a  measure  as  is  consistent  with  its  other  purposes — to 
the  solution  of  the  problem  which  most  individuals  must  try  to 
solve,  that  is  how  to  make  a  living. 

These  three  purposes,  the  teaching  of  how  to  live,  how  to  become 
a  useful  citizen,  and  how  to  make  a  living,  have  been  and  are,  at 
any  rate,  the  purposes  which  men's  colleges  have  had  to  bear  in  mind. 

Knowing  as  little  as  I  do  about  women's  colleges  I  should  be  rash 
should  I  presume  to  state  their  |)urposes.  But  perhaps  I  may  be 
permitted  to  venture  the  statement  that  before  women  were  ofTicially 
—  I  say  officially  advisedly  recognized  to  be  the  ])()liti(;al  ecjuals 
of  rnfri  one  of  th(;  primary  purposes  of  a  woman's  college  was  not 
tlie  ediJf.tfion   of  cili/f-ns.     A   glance  at  tlieir  cnrriciila  would  seem 


Randolph-Macon  Woman's  College  31 

to  indicate  that  what  women's  colleges  sought  was  rather  to  teach 
how  profitably  to  employ  those  leisure  hours  which  constitute  such 
a  large  part  of  most  of  our  lives  and  how  to  make  that  living  which 
since  the  fall  of  man  has  been  his  portion. 

I  sincerely  trust  that  the  momentous  change  due  to  the  adoption 
of  the  19th  Amendment  to  the  United  States  Constitution  will  not 
have  the  effect  of  causing  the  abandonment  of  the  aims  which  now 
characterize  women's  colleges.  At  the  same  time  I  think  there  can 
be  little  doubt  that  women's  colleges  will  be  called  upon  to  do  more 
than  has  been  done  in  the  past  to  educate  for  citizenship  and  lead- 
ership. 

No  political  system  can  be  subjected  to  the  influence  which  must 
necessarily  be  incident  to  the  doubling  of  its  possible  voting  classes 
without  being  greatly  modified.  The  influx  of  such  a  large  number 
of  new  voters,  all  of  whom  have  or  believe  they  have  their  own 
interests,  my  constitute  a  serious  peril  if  wise  leadership  is  not 
present.  We  men  have  not,  I  am  free  to  admit,  been  altogether 
successful  in  the  management  of  political  affairs.  The  Great  War 
which  has  nominally  closed,  but  whose  effects  are  so  clearly  per- 
ceptible, is  a  striking  evidence  of  the  failure  of  a  man  controlled 
world.  It  is  to  be  hoped,  perhaps  expected,  that  feminine  influence 
will  cause  a  great  improvement  in  the  future. 

Nevertheless,  we  men  have  in  our  blundering  ineffective  way 
learned  and  learned  through  the  costly  school  of  experience  some 
things.  These  we  should  wish  to  pass  on  to  the  women  who  now  must 
share  resposibility  with  us.  And  I  see  no  more  effective  way  of  doing 
so  than  through  the  women's  colleges.  I,  therefore,  am  constrained  to 
express  the  belief  that  the  woman's  college  of  the  future  in  this  coun- 
try must  assume  the  burden,  if  it  has  not  already  done  so,  of  teach- 
ing citizenship  and  of  educating  for  political  leadership.  That  it 
will  be  able  to  do  so  seems  certain.  That  the  Randolph-Macon 
Woman's  College  with  its  past  history  and  under  the  wise  leadership 
of  Dr.  Anderson  will  make  its  contribution  I  have  no  doubt. 


ADDRESS 

President  Emelie  W.  McVea 
Sweet  Briar  College 

Mr.  President,  Gentlemen  of  the  Board  of  Trustees,  Ladies  and 
Gentlemen : 

As  the  president  of  one  of  the  youngest  women's  colleges  in  the 
South,!  may  not  seem  the  most  appropriate  representative  to  present 
to  Dr.  Anderson  on  this  happy  occasion  the  felicitations  and  good 
wishes  of  the  women's  colleges  of  the  South;  on  the  other  hand,  as 
one  who  has  spent  many  years  of  her  life  in  teaching  in  the  South 
and  who  has  welcomed  with  rejoicing  every  sign  of  the  development 
of  higher  education  for  women  in  the  Southern  states,  I  can  at  least 
not  unworthily  voice  my  deep  appreciation  of  what  Randolph-Macon 
Woman's  College  has  meant  during  the  past  twenty-five  years  to  the 
college  idea  in  the  South. 

Years  ago  I  had  the  good  fortune  to  be  intimately  associated  with 
one  of  its  earlier  and  best  loved  professors.  Miss  Celestia  Parrish, 
and  to  her  I  owe  my  understanding  of  the  aims  and  purposes  of 
Randolph-  Macon.  This  college  was,  I  believe,  the  first  in  the  South 
to  differentiate  sharply  between  the  Academy  and  the  college  stan- 
dard. In  spite  of  the  discouragement  which  came  from  small  means 
and  from  a  lack  of  real  understanding  on  the  part  of  Southern  com- 
munities, Randolph-Macon  initiated  and  maintained  high  standards 
of  scholarship,  nor  has  she  ever  lowered  its  ideals  for  the  unworthy 
purpose  of  obtaining  either  numbers  or  popularity.  These  condi- 
tions happily  are  now  of  the  past. 

You  come,  Mr.  President,  to  your  high  office  at  a  most  auspicious 
moment.  Today  women  everywhere  are  alive  to  the  need  and  to  the 
value  of  college  training.  They  are  crowding  through  the  gate-ways 
of  state  universities  and  private  foundations.  What  was,  a  few  years 
ago,  almost  an  eccentricity  has  l)e(;()mc  a  fashion.  Our  great  regret 
is  that  tfjc  public  is  not  yet  sf)  well  aware  of  lh(^  valuer  of  such 
trainirifr  as  arc  the  women  th(^mselves.  The  IxMjucsts  and  contribu- 
tions to  wDmen's  colleges  are  still  meagre,  so  that  for  years  to  come 
these  institutions  must  close  their  doors  in  the  face  of  numbers  ol 
eager  young  women. 


Randolph-Macon  Woman's  College  33 

The  fact  that  a  college  education  has  become  a  factor  has  its 
dangers  as  well  as  its  advantages.  As  some  one  has  recently  said, 
the  women  of  an  earlier  day  entered  a  college  as  if  it  were  a  sanc- 
tuary. Alas!  sometimes  today  they  enter  it  too  frequently  to  the 
tune  of  their  favorite  jazz.  Multiplied  extra  curriculum  activities 
often  blur  the  real  purpose  of  college  life.  Students  dimly  appre- 
hend that  the  college  offers  something  which  they  desire;  something 
which  will  enable  them  not  merely  to  make  a  living  but  to  live  a 
worthier  life.  This  intangible  something  they  call  the  spirit  of  the 
college.  With  men  this  spirit  too  frequently  expresses  itself  over- 
much in  cheers  from  the  bleachers;  with  women,  in  a  round  of  class, 
dramatic  and  social  activities. 

It  is  your  high  office,  Mr.  President,  in  common  with  all  other 
college  presidents,  during  this  period  of  shifting  social,  moral  and 
mental  standards  to  define  clearly  the  province  of  the  college.  The 
prime  purpose  of  the  college,  is  to  train  the  minds  of  men  and 
women,  to  develop  the  power  of  accurate  observation,  just  deductions, 
and  suspended  judgment.  The  thought  of  the  college  must  be  free 
but  the  thought  of  the  college  must  be  based  upon  knowledge  and 
upon  sound  moral  standards.  With  its  face  towards  the  future  the 
college  must  bear  in  its  heart  and  in  its  mind  the  wisdom  of  the  past. 
That  such  is  your  interpretation  of  the  college,  Mr.  President,  both 
your  private  and  your  public  utterances  give  evidence.  With  you 
as  its  guide,  Randolph-Macon  Woman's  College,  with  a  wealthy 
heritage  from  the  past,  will  move  forward  to  even  higher  attainments 
in  the  future. 

The  task  of  a  college  president  is  arduous;  the  asperities  of  his 
way  are  many,  but  his  high  reward  is  worthy  of  his  toil.  We  do  not 
leed,  as  some  one  has  said,  arch-angels  for  college  presidents  but 
ve  do  need  men  and  women  of  devotion  to  scholarship,  of  high 
*.piritual  ideals,  and  of  enduring  faith  in  the  youth  of  the  world. 
^Is  a  representative  of  the  women's  colleges,  I  offer  to  you  our 
felicitations  and  our  confidence  on  this  day  of  your  public  induction 
into  your  high  office. 


ADDRESS 

Professor  John  C.  Metcalf 

University  of  Virginia 
President  Anderson: 

On  behalf  of  the  President  and  Faculty  of  the  University  of 
\  irginia,  I  bring  to  you  and  the  great  institution  over  which  you 
preside  the  most  cordial  good  wishes  on  this  memorable  day.  You 
were,  I  believe,  Mr.  President,  born  under  the  shadow  of  the  Uni- 
versity of  Virginia,  which  therefore  feels  a  local  pride  in  you,  al- 
though she  cannot  claim  you  as  an  alumnus.  She  feels,  also,  along 
with  the  rest  of  Virginia,  the  South,  and  the  nation,  a  just  pride  in 
the  history  and  fame  of  Randolph-Macon  Woman's  College. 

The  high  standard  of  scholarship,  the  note  of  moral  earnestness, 
and  the  record  of  unselfish  service  which  this  college  has  steadfastly 
maintained  from  the  beginning,  have  won  universal  acclaim.  The 
crowded  condition  of  your  halls  attests  this  in  a  far  more  eloquent 
way  than  mere  speech.  You  formally  assume  your  high  office  with 
a  background  of  noble  traditions  and  the  brilliant  prospect  of  en- 
larging usefulness  to  the  State  and  the  Nation. 

The  University  of  Virginia  is  now  more  directly  interested  in 
woman  than  it  once  was,  and  so  is  able  to  pledge  you  a  very  practical 
form  of  co-operation.  I  believe  one  of  your  graduates  will,  at  the 
approaching  commencement,  be  the  first  woman  to  receive  the  mas- 
ter's degree  from  the  University.  Thus  it  will  come  about  that  a 
new  bond  of  union  will  be  established  between  us  on  this  your 
inaugural  year  and  our  centennial  year. 

Permit  me,  Mr.  President,  personally,  as  a  former  colleague,  and 
officially,  as  the  representative  of  an  old  university,  to  extend  my 
sincerest  congratulations  and  my  best  wishes  for  your  administration, 
begun  under  such  happy  auspices. 

Education  is  only  another  name  for  the  conservation,  acquisition, 
arul  extension  of  human  knowledge.  It  is  a  saving,  a  winning,  and 
a  building  process.  It  is  more  than  a  merely  intclh^ctual  game  of 
analysis  and  synthesis,  for  into  all  true;  education  tlit^re  must  enter 
.1  moral  and  spiritual  element  that  gives  j)oise  and  cliaractcr  to  the 
rest.     Never  }jas  this  rpialifN    in  cdncalion   been  more  needed   in  llw^ 


R,\NDOLPH -Macon  Woman's  College  35 

world  than  today.  You  assume  leadership  at  a  critical  time.  Your 
interest  in  moral  and  spiritual  values,  your  technical  training,  your 
fine  human  quality,  your  experience,  and  your  enthusiasm  for  public 
service,  all  give  assurance  of  a  successful  administration  of  your 
high  office.  We  therefore  hail  you  with  confidence  as  a  worthy  leader 
in  the  great  cause  to  which  you  have  so  significantly  set  your  hand. 


36  Bulletin 


Following  a  reception  given  in  Smith  Hall  Parlor  in  honor  of 
President  and  Mrs.  Anderson,  the  Inaugural  Banquet  was  held  in 
Smith  Hall  Dining  Room  at  8:00  o'clock.  Covers  were  set  for  two 
hundred  and  fifty  guests.  Mr.  Edward  F.  Sheffey,  Chairman  of  thb 
Executive  Committee  presided  and  speeches  were  made  by  Acting 
Dean,  B.  W.  Arnold  for  the  Faculty;  Mrs.  R.  M.  Woodson  for  the 
Alumnae;  Miss  Martha  Latham  for  the  student  body;  President  R.  E. 
Blackwell  for  the  Randolph-Macon  System;  Rev.  Samuel  T.  Senter, 
of  Court  Street  Methodist  Church;  Miss  Ellen  C.  Hinsdale,  of  Mt. 
Holyoke  College;  President  Henry  Louis  Smith,  of  Washington  and 
Lee  University;  President  J.  A.  C.  Chandler,  of  William  and  Mary 
College. 


Randolph-Macon  Woman's  College  37 

INAUGURAL  BANQUET 

SMITH  HALL 

APRIL  30th,  1921,  8:00  P.  M. 

MENU 


FRUIT  COCKTAIL 


RADISHES  OLIVES 

SALTED  ALMONDS 

SOFT  SHELL  CRABS,  A  LA  MARYLAND 
.       SARATOGA  CHIPS 


BROILED  SPRING  CHICKEN  ON  TOAST 

NEW  POTATOES  "BERMUDA" 

GREEN  PEAS 
OLD  VIRGINIA  HAM  HOT  ROLLS 


TOMATO  SURPRISE  MAYONNAISE 

SALTINES 


STRAWBERRY  CAKE  VANILLA  CREAM 

COFFEE 


38  Bulletin 


SPEAKERS 


MR.  EDWARD  F.  SHEFFEY 

CHAIRMAN    EXECUTIVE    COMMITTEE 
PRESIDING 

DR.  B.  W.  ARNOLD 

ACTING   DEAN   RANDOLPH-MACON    WOMAN's    COLLEGE 

MISS  MARTHA  LATHAM 

PRESIDENT    OF    STUDENT    BODY 

.  MRS.  R.  M.  WOODSON 

PRESIDENT    ALUMNAE    ASSOCIATION 

DR.  R.  E.  BLACKWELL 

PRESIDENT    RANDOLPH-MACON    COLLEGE 

HON.  FRED.  HARPER 

MAYOR    OF    LYNCHBURG 

DR.  S.  T.  SENTER 

PASTOR    COURT    STREET    CHURCH 

DR.  ELLEN  C.  HINSDALE 

MT.    HOLYOKE    COLLEGE 

DR.  DAVID  S.  HILL 

PRESIDENT    I'NIVERMTY    NEW    MEXICO 

DR.  .1.  A.  C.  CHANDLER 

PKKSIDKNT    WILLIAM    AM)    MAKY    C()LLE(;E 

DH.  HENHY   LOlilS  SMITH 

I'KKslDI.NT   WASHINGTON    AND   LEE    UNIVER   ITY 


Randolph-Macon  Woman's  College  39 

Responses  are  printed  below  in  every  case  where  a  copy  was  fur- 
nished by  the  speaker. 

INTRODUCTORY  RElMARKS  OF  MR.  EDWARD  F.  SHEFFEY 

PRESIDING  AT  THE  INAUGURAL  BANQUET 

APRIL  30,  1921 

Randolph-Macon  Woman's  College  is  honored  on  this  inaugural 
occasion  by  the  presence  of  distinguished  representatives  of  many 
of  the  leading  institutions  of  learning  in  this  country.  Ladies  and 
gentlemen,  we  welcome  you  and  very  gratefully  acknowledge  our 
appreciation  of  your  presence.  For  each  one  of  you  personally  and 
officially  we  wish  all  good  things,  and  beg  that  you  bear  our  cordial 
greetings  and  felicitations  to  your  respective  officials,  faculties  and 
student  bodies. 

Perhaps  more  than  ever  before  in  the  world's  history  co-operation 
is  being  emphasized  in  business,  government  and  religion.  Surely 
in  matters  educational,  co-operation  can  but  be  helpful  to  all  con- 
erned.  Occasions  of  the  character  of  today's  inaugural  serve  to 
bring  together  leaders  in  the  educational  world  and  association  and 
fellowship  will  materially  strengthen  friendships  previously  formed 
and  create  a  more  sympathetic  understanding. 

Randolph-Macon  Woman's  College  during  the  28  years  of  her  life 
has  made  history  in  the  South  and  has  helped  shape  in  a  vital  way 
the  educational  policies  of  the  nation.  As  originally  organized  she 
had  a  great  president  and  a  splendid  faculty.  Nevertheless,  there 
were  those  who  predicted  failure.  The  thought  of  a  higher  educa- 
tional institution  to  give  advantages  to  women  equal  to  those  enjoyed 
by  the  men  of  Virginia  and  the  South  was,  to  say  the  least,  regarded 
as  an  experiment.  In  what  a  splendid  way  did  the  young  women 
not  only  of  the  South,  but  of  the  East,  North  and  West  as  well, 
respond,  and  tonight  hundreds  and  thousands  of  Randolph-Macon 
girls  in  practically  every  State  in  the  Union  and  many  foreign  lands 
turn  their  thoughts  hitherward  and  lovingly  breathe  the  name  of 
Alma  Mater. 

This  has  been  a  day  long  to  be  remembered  in  R.-M.  W.  C.  annals. 
Memory  has  been  busy  with  some  of  us,  as  we  have  recalled  scenes 


40  Bulletin 

of  other  days  and  the  administration  of  President  William  Waugh 
Smith,  than  whom  the  South  has  never  produced  a  greater  educator, 
and  of  President  Webb,  the  sweet  spirited,  scholarly  christian  gen- 
tleman. The  impress  of  these  men  who  closed  their  earthly  lives 
in  the  service  of  R.-M.  W.  C.  will  abide  during  the  years,  and  they 
have  their  reward. 

Today  we  have  witnessed  the  inauguration  of  a  new  president 
of  this  institution.  The  Board  of  Trustees  without  a  dissenting  vote 
united  in  calling  Dr.  Anderson  to  the  presidency  of  this  great  col- 
lege. His  administration  though  brief  has  already  demonstrated 
the  trustees  made  no  mistake  in  his  selection.  Young,  aggressive, 
resourceful,  resolute,  educated,  consecrated,  christian,  he  has  already 
endeared  himself  to  the  trustees,  faculty,  student  body,  patrons  and 
the  community  at  large.  We  bid  him  God-speed  as  he  catches  up 
the  torch,  fallen  from  other  hands,  and  lights  the  way  to  oncoming 
thousands  of  girls  from  North  and  South  and  East  and  West,  who 
are  "coming,  coming,  evermore." 


Raivdolph-Macon  Woman's  College  41 

RESPONSE  OF  ACTING  DEAN  B.  W.  ARNOLD,  ON  BEHALF 
OF  THE  FACULTY 

Mr.  Chairman,  Ladies  and  Gentlemen: 

I  deem  it  an  honor,  and  it  is  certainly  a  real  pleasure  to  have  the 
privilege  of  representing  the  Faculty  on  this  glad  occasion  and  of 
extending  in  their  behalf  felicitations  to  Dr.  Anderson  on  this  the 
day  of  his  formal  inauguration  as  our  President.  We  have  been 
working  with  him  now  for  something  over  a  year  and  have  found 
him  a  gentleman  who  improves  on  acquaintance,  whom,  thus  far, 
at  least,  to  know  the  better  is  to  like  the  better.  You  know,  Dr. 
Anderson,  that  you  have  our  friendship,  esteem  and  hearty  good  will. 
Go  forward  w^ith  courage  and  confidence  to  the  realization  of  your 
dreams  and  plans  for  our  beloved  college.  We  will  follow  you  with 
gladness,  promising  counsel,  co-operation,  frank  criticism,  faithful 
service  and  genuine  loyalty.  We  congratulate  you  upon  your  high 
honor  while  congratulating  ourselves  upon  having  your  leadership. 

RESPONSE  OF  MRS.  R.  M.  WOODSON  ON  BEHALF  OF 
THE  ALUMNAE 

Those  of  you  who  keep  up  with  the  trials  of  Mr.  Jiggs  may  recall 
a  certain  recent  adventure  of  his  showing  him  entering  a  restaurant 
and,  contrary  to  his  custom  of  ordering  corn  beef  and  cabbage, 
deciding  to  indulge  in  a  table  d'hote  dinner.  The  first  course  is 
brought  him  in  a  large  white  bowl  into  which  he  looks  inquiringly. 
"What  is  this?"  he  asks  the  waiter.  "It's  bean  soup,  sir,"  replies 
that  one  in  respectful  tone.  Whereupon  Mr.  Jiggs  says,  "I  don't 
care  what  it  has  been,  I  want  to  know  what  it  is  now." 

I  am  assuming  that  many  of  our  guests  here  tonight,  unlike  Mr. 
Jiggs,  will  be  interested  in  knowing  not  only  what  our  Alumnae 
Association  is,  but  what  it  has  been.  Hence,  at  the  risk  of  boring 
some  to  whom  my  remarks  will  be  old  history,  I  am  going  to  present 
briefly  the  following  facts. 


42  Bulletin 

The  Alumnae  Association  began,  as  it  were,  in  1896,  with  the  first 
graduation  class  of  two  members.  The  first  formal  organization  of 
which  there  is  any  record  took  place  in  1900.  In  this  early  organi- 
zation, Mrs.  Mattie  Franklin  Menefee  was  the  moving  spirit. 

Until  1919,  the  affairs  of  the  Association  were  carried  on  through 
the  gratuitous  services  of  a  few  loyal  women  who  realized  that  the 
future  importance  of  the  organization  would  justify  the  efforts,  time 
and  thought  they  gave  to  laying  well  the  foundations.  In  1919,  the 
Association  secured  its  first  paid  secretary,  who  gives  her  entire  time 
to  the  work.  The  qualifications  required  of  her  and  the  demands 
made  upon  her  are  exceeded  only  by  those  expected  of  a  college 
president. 

There  are  now  1132  graduates,  of  whom  765  are  paid  up  members 
of  the  Association.  There  are  23  alumnae  associations  in  14  states, 
which  for  the  most  part  are  engaged  in  some  definite  program  bear- 
ing upon  the  civic  or  social  life  of  their  respective  communities. 
The  Association  is  represented  through  its  members  in  46  states  and 
10  foreign  countries.  In  the  work-a-day  world  we  have  doctors, 
chemists,  bankers,  missionaries,  secretaries,  social  workers,  nurses, 
Y.  W.  C.  A.  and  Red  Cross  officials,  teachers,  librarians,  and  after 
June  we  expect  to  have  a  lawyer.  Our  graduates  hold  higher  degrees 
from  22  colleges  and  universities.  Of  the  1132  who  have  received 
our  bachelor's  degree,  including  last  year's  class,  33/^  have  married 
and  my  unprejudiced  opinion  is  that  they  make  exceptional  wives. 

From  this  brief  summary  you  will  see  that  the  daughters  of  Ran- 
dolph-Macon are  following  divers  careers  in  many  lands;  that  the 
Alumnae  Association  is  not  only  national  but  international;  that  both 
here  and  abroad  the  "old  girls"  are  thinking  and  working  for  their 
alma  mater.  Wherever  I  meet  a  former  sludeiil  her  firsl  exclamation 
is,  "I  wish  uf  liad  this  or  that  for  llie  college."  Best  of  all,  back 
of  llicsf*  wisho  is  the  willingness  to  work  for  their  reali/alion. 

It  i*-  bijl  natural  that  as  we  grow  older  and  as  we  work  and  study 
we  slioiild  liave  ever  increasingly  high  plans  for  the  college.  Wc 
/jre,  as  it  were,  measuring  standards  by  a  new  yard  stick  which  we 
have  made  for  ourselves  out  of  our  larger  experience  and  broaden- 
ini<  contacts.  Thiiv  upon  the  roiindatiori  ol  lour  years  training 
wilfiin    these   wall-,    the    aliiinna-   arc    i»uil(liii^    in    the    light    of   more 


R.\ndolph-Macon  Woman's  College  43 

mature  judgment,  having  in  view  the  ideal  of  what  they  want  Ran- 
dolph-Macon to  be.  We  are  encouraged  by  the  thoughts  that  more 
and  more  as  we  make  ourselves  deserving  we  shall  take  an  increas- 
ingly large  part  in  helping  to  shape  the  policies  of  the  college.  An 
educator  recently  visiting  here  confided  to  me  that  more  and  more 
educational  institutions  are  giving  over  to  their  alumnae  and  alumni 
the  authority  once  vested  in  trustees.  Indeed,  I  gathered  from  what 
this  gentleman  said  that  boards  of  trustees  are  much  like  one's 
appendix — it  is  possible  to  worry  along  with  this  superfluous  organ, 
but  it  is  a  great  relief  to  be  rid  of  it.  But  let  me  hasten  to  assure 
any  here  who  mav  be  anxious  that  it  is  not  the  plan  of  our  Alumnse 
Association  to  advocate  abolishing  the  Board  of  Trustees — at  present. 
Seriously.  Mr.  President,  we,  as  alumnae  realize  that  we  have  rest- 
ing upon  us  a  large  obligation  the  fulfillment  of  which  shall  be  our 
earnest  concern.  This  is  the  message  I  would  bring  you  from  the 
organization  I  have  the  honor  of  representing  tonight.  May  you 
realize  more  and  more  as  we  work  together,  how  deeply  we  have  the 
welfare  of  the  college  at  heart.  W^e  stand  ready  to  help  you  in  the 
furtherance  of  all  those  plans  that  mean  a  greater  and  broader  Ran- 
dolph-Macon. Will  you  not  think  of  us  as  your  reserve  forces  which 
can  be  quickly  mobilized  into  an  advance  guard  should  you  sound 
the  tocsin?  We  welcome  you  as  our  President,  and  may  we  together 
push  forward  towaifd  a  realization  of  the  ideals  we  hold,  building 
not  only  for  today  but  for  the  future  generations. 

If} 

RESPONSE  OF  MISS  MARTHA  LATHAM  ON  BEHALF  OF 
THE  STUDENT  BODY 

Last  year  when  we  knew,  Dr.  Anderson,  that  you  were  to  be  with 
us,  we  looked  forward  eagerly  to  your  coming.  We  did  not  know 
you  but  we  received  you  with  the  loyalty  of  a  college  receiving  its 
new  president.  You  have  been  with  us  one  year  and  this  evening  I 
am  to  bring  to  you  a  message  of  welcome  from  the  Student  Bodv. 
That  message  is  a  simple  one  and  it  is  this:  You  are  well  loved 
at  Randolph-Macon.     And  do  you  know  what  it  means  to  have  the 


44  Bulletin 

love  of  a  Randolph-Macon  Student  Body?  It  means  that  six  hundred 
girls  respect  and  honor  you;  that  you  hold  a  large  place  in  the  heart 
of  each  one  of  them,  and  that  six  hundred  girls  are  willing  to  work 
with  you  for  a  more  perfect  Alma  Mater. 

And  so,  on  this,  your  Inaugural  Day,  in  the  name  of  this  Student 
Body  and  of  the  Student  Bodies  of  the  future,  I  pledge  to  you.  Dr. 
Anderson,  for  all  the  years  that  are  to  come,  our  loyalty,  our  support 
and  our  deepest  love. 

RESPONSE  OF  PRESIDENT  R.  E.  BLACKWELL, 
RANDOLPH-MACON  COLLEGE 

Mr.  Toastmaster: 

There  have  been  a  number  of  references  today  to  your  great 
founder,  Dr.  W.  W.  Smith.  I  want  to  tell  you  that  it  was  a  mere 
accident  that  you  had  a  great  founder,  and,  does  that  not  mean, 
that  it  is  an  accident  that  you  have  a  great  college,  for  Dr.  Smith 
was  not  your  first  President?  I,  myself,  might  have  been  the  first 
President,  of  the  Woman's  College,  and  perhaps  several  others. 
Finally  Dr.  Smith  turned  to  a  man  who  had  made  a  name  for 
himself  by  building  up  an  institution  for  women  in  another  State. 
He  came  on  to  Lynchburg,  talked  the  matter  over  with  the  trustees, 
and  was  elected  President  of  the  Randolph-Macon  Woman's  College. 

After  the  trustees  adjourned,  he  was  brought  out  to  this  place, 
which  was  then  an  old  field  with  the  walls  of  the  main  building  about 
four  feet  out  of  the  ground.  The  prospect  was  so  cheerless  that  he 
insisted  on  resigning  immediately.  It  was  in  vain  that  Dr.  Smith 
pointed  out  tlint  tlic  trustees  had  adjourned  and  left  the  city,  and 
it  was  erjually  in  vain  that  he  talked  enthusiastically  of  the  future. 
Tlie  gentleman   said  the  lijsk  for  him  was  an  impossibility. 

Dr.  Smilli  made  other  (;fTorls  to  find  a  president,  but  in  vain. 
The  work  had  been  started  and  had  to  go  on.  There  was  nothing 
else  for  him  to  do,  but  to  act  as  I'resident  along  with  his  other  duties. 

Thus  I  say  it  was  an  accident  that  you  got  your  great  President. 
.Some  may  jirefer  to  eall   it   |)rr)videnlial. 


Randolph-Macon  Woman's  College  45 

In  fact,  the  founding  of  the  Woman's  College  in  the  South  with 
the  same  standards  as  the  colleges  for  men  was  an  act  of  heroic 
faith.  The  man  who  had  done  most  for  woman's  education  in  the 
South  told  us  that  we  were  throwing  away  money  to  try  any  such 
plan.  He  had,  he  said,  provided  two  years  of  a  college  course  for 
his  girls,  but  none  of  them  would  take  it.  All  the  Southern  girls 
wanted  was  enough  education  to  make  a  good  show  in  society. 
But  Dr.  Smith,  though  a  Virginian  of  the  Virginians  and  intensely 
Southern,  as  became  a  follower  for  four  years  of  Robert  E.  Lee, 
looked  beyond  his  State,  and  beyond  his  section  in  trying  to  read 
the  signs  of  the  times.  "What  the  girls  of  English  descent  want  in 
Massachusetts,  their  Virginia  sisters  are  going  to  want  in  Virginia; 
and  what  Virginia  girls  want,  the  Southern  girls  will  want."  And 
so  seeing  what  was  going  on  in  other  parts  of  the  country,  he 
founded  the  College  for  Women  with  the  same  high  standards  as 
the  College  for  Men. 

The  first  year's  catalogue  of  the  Woman's  College  was  exactly 
the  same  as  that  year's  catalogue  of  the  Men's  College  at  Ashland, 
with  the  exception  of  the  names  of  the  professors.  The  courses  were 
the  same.  The  amount  of  ground  covered  was  the  same,  and  the 
examinations  were  to  be  the  same.  As  Dr.  Smith  expressed  it,  "The 
Woman's  College  was  born  sixty  years  old." 

The  result  proved  Dr.  Smith's  foresight.  The  college  began  with 
126  students,  all  but  20  from  Virginia,  and  as  fast  as  he  added  a 
dormitory,  holding  100  students,  the  girls  filled  it  before  the  plas- 
tering was  dry;  and  if  we  had  had  the  means  to  add  dormitories 
and  professors,  you  could  have  had  here,  by  this  time,  1,600  stu- 
dents as  well  as  600. 

It  has  been  one  of  the  humiliating  things  to  me  that  we  have  not 
been  able  to  make  any  of  our  rich  men  see  the  vision  of  what  a 
woman's  college  with  1,500  girls  would  mean  to  Methodism,  to 
Virginia,  and  to  Lynchburg.  It  is  true  that  to  Lynchburg  we  owe 
the  Woman's  College,  for  without  the  backing  that  Dr.  Smith  re- 
ceived from  the  people  of  Lynchburqj  in  those  days  of  unbelief  and 
unfaith,  there  would  have  been  no  Woman's  College;  and  no  men 
upheld  his  hands  in  those  trying  hours  with  greater  faith  than  did 
John  P.  Pettyjohn  and  E.  F.  Sheffey.     Nevertheless,  we  have  failed 


46  Bulletin 

to  make  men  of  large  means  see  the  largest  possibilities  that  lie 
before  an  enlarged  and  thoroughly  equipped  Randolph-Macon  Wo- 
man's College.  The  privilege  of  capturing  the  imagination  of 
wealthy  men,  or  of  the  City  of  Lynchburg,  so  that  Dr.  Smith's 
complete  ideal  may  be  realized  will  be  the  task  of  the  new  President, 
and  I  know  of  no  one  better  able  to  accomplish  the  task. 

RESPONSE  OF  MISS  ELLEN  C.  HINSDALE,  MOUNT 
HOLYOKE  COLLEGE 

When  the  visitor  from  the  North  comes  for  the  first  time  into  the 
heart  of  Virginia  and  to  a  city  on  the  James  River,  he  falls  at  once 
into  a  historical  mood.  When  the  visitor  happens  to  be  the  delegate 
from  Mount  Holyoke  College,  to  the  inauguration  of  the  president 
of  the  oldest  woman's  college  in  the  South,  her  thoughts  inevitably 
turn  to  the  beginnings  of  the  higher  education  of  women  in  this 
country. 

When  the  Virginian  fathers  founded  William  and  Mary  they  did 
not  dream  of  the  possibility  of  a  college  education  for  girls,  nor  did 
Thomas  Jefferson,  when  he  was  planning  the  university  which  was 
to  add  to  the  glory  of  his  native  state. 

In  Massachusetts,  the  Puritans  provided  for  public  schools  very 
early  in  their  history.  But  they  were  schools  for  boys  only.  For 
a  long  tims  the  darce  school  and  hornbook  were  considered  good 
erouTh  for  the  girls.  We  have  all  heard  those  pathetic  stories  of 
ambitious  girls  listening  in  hallways  and  on  doorsteps  to  the  lessons 
bei"-^  recited  by  their  brothers  inside. 

In  1790  the  town  of  Gloucester  came  to  the  conclusion  that 
"I'cmalf^s  .  .  .  are  a  terder  ar  d  intercjsting  branch  of  the  com- 
munity, but  have  been  much  neglected  in  the  Public  Schools  in  this 
town,"  a*  <\  u<\ti\\\\c(\  "iris  to  the  schools,  not,  however,  as  regular 
f)Uj)ils.  Grcidually  other  towns  followed  the  example  of  Gloucester. 
Im  timf!  ^\r\s  also  fou  ul  their  way  iito  some  of  the  academies,  both 
priv.' te  a-  d  c-rlowrd,  which  fitted  boys  for  college.  Harriet  Beecher 
Sfriwe  ^ives  a  charmiMtr  picture  of  such  a  school  in  "Old  Time  Folks" 


Randolph-Macon  Woman's  College  47 

where  boys  and  girls  studied  mathamatics  and  the  classics  side  by 
side.     But  tliere  was  nothing  beyond  for  the  girls. 

In  the  same  decade  in  which  the  towns  of  New  England  first  took 
cognizance  of  the  educational  needs  of  the  "tender  part"  of  their 
communities  there  was  born  a  girl  on  a  little  hill  farm  in  Western 
Massachusetts  who  was  destined  to  be  enrolled  among  the  educational 
pioneers  of  the  world.  That  girl  was  Mary  Lyon.  From  earliesi 
childhood  she  was  filled  with  a  burning  zeal  for  education.  After 
getting  all  that  she  could,  first  in  the  district  school  and  later  in  a 
nearby  academy,  she  taught  in  several  of  the  best  girls'  schools  in 
the  state.  Schools  had  been  established  in  some  numbers  by  earnest 
men  and  women  who  were  anxious  for  a  higher  type  of  education 
for  girls  than  could  be  obtained  at  the  usual  boarding  schools.  One 
of  these  schools  was  the  famous  Emma  Willard  School  at  Troy,  New 
York,  and  another  was  the  Ipswich  Seminary  in  Massachusetts,  where 
Mary  Lyon  was  for  a  time  a  teacher.  But  these  schools  were  all 
private  undertakings  and  their  success  depended  entirely  upon  the 
personality  and  character  of  the  man  or  woman  at  their  head. 

In  the  early  days  of  her  teaching,  Mary  Lyon  conceived  the  idea 
of  a  school  for  young  women  which  should  be  "founded,  endowed 
and  sustained."  With  no  backing  except  her  own  character  and 
energy  she  set  about  to  realize  this  idea.  To  carry  out  her  plan  she 
needed  twenty-seven  thousand  dollars,  which  was  a  large  amount  in 
1835.  She  drove  over  the  hills  of  western  Massachusetts  asking  thi 
townspeople  and  farmers  to  help  her  make  up  this  sum.  Her  ac- 
count books  show  gifts  ranging  all  the  way  from  six  cents  to  one 
thousand  dollars.  As  the  result  of  this  labor  Mount  Holyoke  Female 
Seminary  was  opened  in  1837  in  South  Hadley,  a  village  in  western 
Massachusetts.  It  was  the  first  public  institution  for  the  higher 
education  of  women  to  be  "founded  and  established"  with  a  board 
of  trustees,  regular  curriculum  and  entrance  requirements.  It  was 
not,  however,  endowed  at  the  beginning  except  with  the  devotion 
and  ability  of  its  founder  and  her  associates.  Although  it  was  a 
nascent  college  it  did  not  attempt  more  than  would  gain  the  support 
of  the  best  people.  With  all  her  boldness  Mary  Lyon  made  it  her 
principle  not  "to  take  leaps  but  to  advance  gradually,"  as  she  wrote 
in  one  of  her  early  reports.     So  Latin  was  not  included  in  the  curri- 


48  Bullet  in 

culum  at  first  but  provision  was  made  for  teaching  it  to  those  who 
wished  it.  So  cautious  was  Miss  Lyon  that  in  the  second  or  third 
catalog  it  was  mentioned  in  a  footnote  in  fine  print.  In  ten  years  it 
was  required  for  admission. 

It  was  only  the  advanced  public  opinion  which  supported  the  new 
school  in  all  respects.  In  a  quaint  account  of  an  early  commence- 
ment, written  by  a  visitor  for  one  of  the  Boston  papers,  the  institu- 
tion is  highly  praised  on  the  whole,  but  the  public  presenting  of 
diplomas  is  condemned  as  an  evil  "endangering  that  beautiful  se- 
clusion in  which  female  loveliness  should  live  and  move  and  have 
its  being  and  its  rewards." 

The  Mount  Holyoke  venture  met  with  instant  approval  among  the 
other  pioneers  in  the  higher  education  of  girls.  Miss  Lyon  was 
from  the  first  asked  for  advice  and  help  in  establishing  similar 
schools,  especially  in  the  West.  In  the  same  year  in  which  Mount 
Holyoke  was  founded,  Oberlin,  the  oldest  co-educational  college, 
was  established  in  the  wilds  of  Ohio.  But  at  first  the  girls  were  not 
admitted  to  the  full  college  course.  A  so-called  ladies'  course  was 
devised  for  them  and  their  female  loveliness  was  guarded  on  com- 
mencement day  by  having  their  graduation  essays  read  by  a  member 
of  the  faculty.  After  Mary  Lyon  and  her  contemporaries  had  pointed 
out  the  way  progress  was  rapid.  Vassar  was  founded  in  1861,  the 
first  institution  for  the  higher  education  of  women  offering  a  full 
college  course  at  the  start.  Wellesley,  whose  founders  had  been 
patrons  of  Mount  Holyoke  and  whose  first  president  was  a  graduate, 
followed  in  1870  and  Smith  in  1871. 

Mount  Holyoke  continued  as  a  seminary  until  1888  when  it  re- 
ceived a  college  charter.  Thus  as  a  college  it  is  not  much  older 
than  Karulolph-Macon.  If  our  friends  who  believe  in  the  return  of 
the  spirit  after  dcalli  are  right,  I  am  sure  that  the  spirit  of  Mary 
Lyon  is  always  present  at  the  inauguration  of  the  president  of  an 
Amerif  an   woman's  college. 


Randolph-Macon  Woman's  College  49 

RESPONSE  OF  PRESIDENT  J.  A.  C.  CHANDLER, 
WILLIAM  AND  MARY  COLLEGE 

As  a  representative  of  the  College  of  William  and  Mary,  I  am 
delighted  to  be  present  on  this  joyful  occasion. 

For  a  number  of  years  I  knew  Dr.  Anderson  when  he  resided  in 
Richmond.  As  a  matter  of  fact,  he  was  my  successor  at  Richmond 
College  as  Professor  of  History.  I  congratulate  this  institution 
upon  having  at  its  head  a  man  of  such  broad  vision  as  your  Presi- 
dent. He  is  not  only  a  good  teacher  of  History  and  Political  Science, 
but  he  is  a  man  of  affairs.  In  his  connection  with  the  Civic  Asso- 
ciation of  Richmond  he  showed  his  organizing  ability,  and  due  to 
his  energy  more  than  that  of  any  other  man  a  change  in  the  system 
of  government  for  Richmond  was  accomplished.  In  Dr.  Anderson 
you  have  a  man  of  wisdom,  a  man  whose  heart  is  filled  with  love 
for  humanity  and  the  desire  to  promote  the  welfare  of  the -human 
race  as  a  whole.  He  is  not  the  proponent  of  any  class  or  privilege, 
but  he  stands  for  all  alike  and  is  willing  to  help  in  every  under- 
taking which  will  promote  the  interests  of  human  society. 

To  Randolph-Macon  Woman's  College  is  due  wonderful  credit, 
for  at  the  time  it  was  established  it  was  the  only  woman's  college 
in  Virginia,  and  for  some  time  it  was  the  only  woman's  college  in 
the  South  that  had  the  rank  of  a  standard  college  of  "A"  grade. 
This  institution  has  done  a  marvelous  work  in  developing  the  cul- 
tural side  of  education  among  the  young  women  of  Virginia  and 
the  South.  The  field  is  unlimited  and  I  predict  greater  development 
in  the  future. 

A  woman's  college,  in  my  judgment,  has  four  fundamental  mat- 
ters for  consideration. 

First — Good  cultural  courses  which  will  lay  the  foundation  for 
advanced  work  at  a  university  or  for  service  in  society  in  the  event 
that  the  student's  academic  career  ends  with  the  college. 

Second — Women  have  been  granted  the  full  rights  of  citizenship 
in  this  country,  and  it  is  incumbent  upon  a  woman's  college  to  give 
courses  in  political  science  and  government  so  that  the  women  of 
the  land  will  be  thoroughly  prepared  for  the  responsibilities  of  citi- 


50  Bulletin 

zenship.  There  was  a  time  when  our  legislative  bodies  considerea 
chiefly  the  passage  of  laws  relating  to  political  machinery  and  mat- 
ters of  governmental  organization.  Today,  on  account  of  the  great 
changes  that  have  taken  place  in  our  civilization  our  legislators 
spend  a  good  part  of  the  time  in  trying  to  frame  satisfactory  laws 
dealing  with  economic  and  social  matters.  As  a  rule  they  are  not 
thoroughly  qualified  to  deal  with  the  great  problems  that  confront 
us  in  our  new  economic  and  social  conditions.  The  courses  of 
instruction  in  all  of  our  institutions  should,  therefore,  deal  specifi- 
cally with  social  and  economic  problems  so  that  our  graduates  may 
go  forth  to  life  prepared  as  citizens  to  deal  with  these  problems 
in  an  intelligent  way. 

Third — Eighty  per  cent  of  the  women  graduating  from  college 
marry  and  become  home-builders.  It  is  unfortunate,  however,  that 
so  few  of  them  know  much  about  the  essentials  of  home-making. 
Every  woman's  college  should  give  in  connection  with  cultural  work 
good  courses  in  home  economics. 

Fourth — Say  what  we  may,  the  public  school  system  has  come  to 
monopolize  elementary  and  secondary  education.  If  it  is  to  function 
to  the  best  advantage  of  the  pupils  those  who  teach  in  these  schools 
are  to  be  trained  for  the  work.  Four  years  of  Latin,  four  years  of 
mathematics,  and  four  years  of  high  English,  including  Middle 
English,  Anglo-Saxon,  and  what  not,  is  not  a  satisfactory  prepara- 
tion for  teacher  training.  Every  institution  for  women  should  em- 
phasize education  as  a  part  of  its  course  of  instruction,  and  particu- 
larly should  this  be  the  case  with  institutions  for  women,  because 
ninety  jjer  cent  of  the  teachers  of  this  country  will  always  be  women, 
and  wisely  so,  as  the  women  of  the  land  have  the  God-given  respon- 
sibility of  raising  and  caring  for  children.  Not  only  is  this  a  home 
duty,  but  it  is  a  school  duty  as  well,  and  all  the  preparation  that 
can  be  given  for  the  home  and  the  school  to  young  women  in  our 
colleges  is  a  wise  provision. 

We  owe  our  existence  to  woman  and  the  better  she  is  qualified 
for  the  duties  that  Cot]  has  ])laced  upon  her  the  better  it  is  for 
society.  The  fundion  of  .1  woman's  college  is  therefore  broader 
fhnri  that  of  a  man's  co]Ie;/e — the  responsibilities  are  greater. 


Randolph-Macon  Woman's  College  51 

Randolph-Macon  Woman's  College  has  done  much  to  meet  those 
responsibilities.  It  ^will  do  more,  and  the  more  it  does  in  full 
recognition  of  woman's  place  in  the  world  the  more  service  it  will 
be  rendering.  Under  the  direction  of  its  president  I  believe  that  it 
is  going  to  accomplish  even  more  for  society  than  it  has  in  the  past. 
May  the  noble  work  done  by  President  Smith  and  President  Webb, 
under  the  wise  direction  of  President  Anderson,  grow  and  bring 
forth  fruit  in  great  measure,  yielding  an  increase  of  thirty,  sixty, 
or  a  hundred  fold. 


DELEGATES  FROM  COLLEGES  AND 
UNIVERSITIES 

UNIVERSITY  OF  CHICAGO 
President  Harry  Pratt  Judson,  A.  M.,  LL.  D. 

JOHNS  HOPKINS  UNIVERSITY 
President  Frank  J.  Goodnow,  A.  M.,  LL.  D. 

UNIVERSITY  OF  VIRGINIA 

Professor  John  C.  Metcalf,  A.  M.,  Ph.  D. 

Mr.  N.  C.  Manson,  LL.  B. 

WASHINGTON  AND  LEE  UNIVERSITY 
President  Henry  Louis  Smith,  Ph.  D.,  LL.  D. 

UNIVERSITY  OF  DELAWARE 
President  Walter  Hullihen,  Ph.  D. 

WESTERN  RESERVE  UNIVERSITY 
Miss  Anna  Marie  Peterson,  A.  B. 

WILLIAM  AND  MARY  COLLEGE 
President  J.  A.  C.  Chandler,  Ph.  D.,  LL.  D. 

SWEET  BRIAR  COLLEGE 
President  Emelie  W.  McVea,  A.  M.,  Litt.  D. 

RANDOLPH-MACON  COLLEGE 
Pf(i;sii>knt  IL  K.  IJi.ackwei.i.,  A.  M..  LL.  D. 


Randolph-Macon  Woman's  College  53 

OBERLIN  COLLEGE 
Rev.  Benjamin  A.  Williams,  A.  M. 

UNIVERSITY  OF  NEW  MEXICO 
President  David  Spence  Hill,  Ph.  D. 

VIRGINIA  POLYTECHNIC  INSTITUTE 
Dean  S.  R.  Pritchard,  A.  M. 

PENNSYLVANIA  COLLEGE  FOR  WOMEN 
President  John  C.  Acheson,  A.  M.,  LL.  D. 

SMITH  COLLEGE 
Miss  Mary  Vardrine  McBee,  A.  B. 

AGNES  SCOTT  COLLEGE 
Miss  Cleo  Hearon,  Ph.  D. 

MOUNT  HOLYOKE  COLLEGE 
Miss  Ellen  C.  Hinsdale,  Ph.  D. 

UNIVERSITY  OF  PENNSYLVANIA 
Professor  W.  J.  Young,  Ph.  D. 

VASSAR  COLLEGE 

Miss  Anna  Tuttle  Heck,  A.  B. 

RICHMOND  COLLEGE 

Miss  Susan  M.  Lough,  Ph.  D. 


54  ,  Bulletin 

DARTMOUTH  COLLEGE 
Professor  Raymond  Pearl,  Ph.  D. 

CONVERSE  COLLEGE 
Professor  Welden  T.  Myers,  Ph.  D. 

LELAND  STANFORD  JUNIOR  UNIVERSITY 

Miss  Katherine  Lummis,  Ph.  D. 

COLUMBIA  UNIVERSITY 
Miss  Mabel  Foote  Weeks,  A.  B. 

GOUCHER  COLLEGE 
Miss  Katherine  J.  Gallagher,  Ph.  D. 

FURMAN  UNIVERSITY 
President  W.  J.  McGlothlin,  Ph.  D.,  D.  D. 

LEHIGH  UNIVERSITY 
Peyton  B.  Winfree,  A.  B.,  C.  E. 

MEREDITH  COLLEGE 
President  Charles  E.  Brewer,  A.  M.,  Ph.  D. 

LAFAYETTE  COLLECiF 
James  R.  Shick,  A.  K. 

UNIVERSITY  OF  CALIFORNIA 
Miss  Claka  M.  Rkykh,  A.  R. 


Randolph-Macon  Woman's  College  55 

NORTHWESTERN  UNIVERSITY 
Professor  E.  B.  Crooks,  Ph.  D. 

UNIVERSITY  OF  WISCONSIN 

Professor  Casimir  D.  Zdanowicz,  Ph.  D. 

BOSTON  UNIVERSITY 
Professor  E.  E.  Ayers,  Ph.  D.,  S.  T.  D. 

EMORY  AND  HENRY  COLLEGE 
Mark  E.  Hutchinson,  A.  M. 

WASHINGTON  AND  JEFFERSON 
Lawrence  R.  Boyd,  A.  B. 

GEORGE  WASHINGTON  UNIVERSITY 
Arthur  L.  Wilson,  M.  D. 

HAMPDEN-SIDNEY  COLLEGE 
Dean  A.  W.  McWhorter,  A.  M.,  Ph.  D. 

HOLLINS  COLLEGE 
Professor  M.  Estes  Cocke,  A.  M. 

RUTGERS  COLLEGE 
Horace  S.  Hawes,  A.  B. 

RANDOLPH-MACON  ACADEMY,  BEDFORD 
Principal  E.  Sumter  Smith 

RANDOLPH-MACON  ACADEMY,  FRONT  ROYAL 
Principal  Charles  L.  Melton,  A.  M. 

RANDOLPH-MACON  INSTITUTE 
Principal  Charles  G.  Evans,  A.  M. 


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